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6 Tips for Engaging Capstone Projects

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

A group of young students are standing in a line on dead grass. It's overcast. There are bare-branched trees and a river nearby. They're holding black and green tablets. Their male teacher is holding antlers, letting the students take turns touching it.

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

Ensure "Main Course, Not Dessert"

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

Take It To Another Level

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

More Voice and Choice

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

Make a Difference

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

Tell the Full Story Through Assessment

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

Experiment With "No Grades"

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

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

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Assessing by Capstone Project

Final-year students, when making the transition from university to the workplace or to further study, need to make sense of the learning they've gained throughout their whole program of study. Many universities have introduced "capstone" projects or courses, which have the dual benefit of:

A capstone project involves an authentic, project-based activity that closely relates to professional work in the field. In completing it, students must apply the discipline knowledge and capabilities they have learned, as well as generic skills. A capstone project could incorporate, for example:

For a capstone project, the course developer often negotiates with the student to determine the form and process of the task and its assessment. Students often compile portfolios for the purposes of assessment.

When to use

Capstone projects are usually completed as a formal unit of study in the final year or semester. They are most appropriate for students who need to integrate all that they have learned throughout an entire program of study, for use at work or in further study.

Student learning in higher education is all too often fragmented into discrete topics. When they graduate, students may have good disciplinary knowledge, but they might still find it hard to integrate their learning for use in the real world. Even when project-based learning is used in individual courses, students may never have had the opportunity to incorporate relevant skills from other courses into those projects.

Capstone projects can effectively consolidate and further develop generic skills in a disciplinary and interdisciplinary context. Specific benefits include:

Capstone projects are rarely a one-size-fits-all proposition. The most benefit is gained if the project focuses on:

However, too much flexibility and "open-endedness" can be problematic for some students, and capstone projects typically demand a great deal of student time and commitment.

You may need to negotiate specific assessment tasks and criteria individually, and develop strategies for appropriate and equitable assessment. Assessment criteria need to be responsive to the negotiated assessment tasks or project, but you should define them sufficiently well that they set achievable standards or levels of performance.

If possible, give students the opportunity to diagnose gaps in their own learning, and to have input into the assessment design to address these gaps. Teachers can find this kind of involvement a challenge to manage, so employ a mix of assessment styles to:

Capstone projects, because they serve an integrative function at program level, usually involve many staff across multiple disciplines in their development and implementation. The course coordinator will need to:

Determine the role of a capstone project

In planning a capstone project, consider the following:

Align assessment with learning outcomes

The learning outcomes in a capstone project reflect its aim to:

Clarify to students what you expect of them, being particularly explicit about the values that underpin the learning design. For example, the project might have been conceived as an opportunity to:

Make it very clear what you want students to achieve.

The assessment design should articulate the range of knowledge, skills, capabilities and dispositions that students are expected to demonstrate.

Some typical learning outcomes that can shape the design of capstone projects are:

Define the assessment focus of a capstone project

When designing for assessment in capstone projects, consider the balance between

The goal of integrative learning is to address both these perspectives at once.

Here are some examples of the diverse assessable outputs generated in a capstone project:

Further examples from several disciplines can be found in Holdsworth, Watty & Davies (2009) .

You can assess the capstone unit by requiring students to submit several smaller pieces throughout the semester. This gives them the chance to receive formative feedback on each stage to ensure that they are on the right track. It can also help facilitate their team's collaboration and the engagement of their fellow students in providing peer feedback.

Develop assessment criteria

Base the project's assessment criteria on the aims and specific learning outcomes of the capstone course. Include program-level graduate attributes and industry accreditation requirements. Additionally, tailor the criteria to individual learners working towards specific goals, and allow the learner to have some ownership of the assessment process.

You can use an assessment rubric to:

Support your students

Because capstone assessment is comparatively more individualised, requirements for student support will also vary. Generally speaking, though, as a capstone project is a stepping stone to professional practice, assessment should promote learner independence, intrinsic motivation and responsibility.

Ideally, students will have had previous experience in self and peer assessment, teamwork, reflection and independent research. Assessment in a capstone project should build on and benefit from that, or compensate if students have not engaged in one or more of these practices.

Use technology

Technology tools (e.g., to support peer review, group work, collaboration, reflection and research) are widely available. Some of these are integrated into learning-management systems such as Moodle . Further details are available on the Selecting Assessment Methods page of the Assessment Toolkit.

Ensure fairness

The assessment plan for a capstone project must offer an equal chance of success for all students. The more responsive the assessment can be to individual student interests and goals, the more readily students' diverse backgrounds and special needs can be accommodated. Expecting all students to complete the same assessment tasks reduces the effectiveness of a capstone project as a summation and synthesis of an individual's learning experience, and as a response to their interests.

Pay careful attention to the practicalities of organising tasks and contexts for assessment activities. You may need to negotiate with both students and host supervisors, particularly in the case of work-integrated learning and in situations where students may need special accommodations.

Holdsworth, A., Watty, K. and Davies, M. (2009). Developing capstone experiences . Melbourne: Centre for the Study of Higher Education, University of Melbourne.

Hoque, M. E. (2016). Three domains of learning: Cognitive, affective and psychomotor . Journal of EFL Education and Research , 2 (2), 45-52.

Lee, N., & Loton, D. (2019). Capstone purposes across disciplines. Studies in Higher Education , 44 (1), 134-150, https://doi.org/10.1080/03075079.2017.1347155

Events & news

Adams State University

Adams State University

Capstone Project


All candidates for the MA in Education must complete a Capstone Project as part of their program of study. This implies a combination of practice and theory and the ability to think critically about one’s work based on both experience and knowledge. The candidate will prepare an APA style paper and a power point presentation.

The purpose of the Capstone Project is that of a final performance assessment to demonstrate candidates’ proficiency with regard to standards for their area of study and the mission of the School of Education Graduate Programs. The assessment will consist of a 20 minute presentation and an APA style paper that provides an overview and synthesis of the program of study.

Capstone Paper

The candidate will prepare an apa style paper and a presentation to demonstrate the answer to the following question.

How has the program of study influenced your development as a reflective decision-maker who demonstrates leadership, is a competent professional, and facilitates learning for all students?

For the APA style paper, candidates should plan to expand upon and identify key points that stood out to them throughout their program of study. The paper needs to be at minimum ten pages using APA style and utilizing academic language. The paper should also identify artifacts, citing references and theorist, and inform the readers of key areas of weakness and growth.

Indicators may include, but are not limited to, these criteria

Facilitates Learning for all Students

Competent Professional

The Capstone Project Panel may consist of some combination of these individuals

After the candidate has completed the CAP exercises, they will be sent a letter informing them of their grade, Pass or Fail. This evaluation summary may be mailed to the candidate upon request. The candidate may also be provided with a summary of the evaluators’ comments to the candidate’s performance citing both strengths and areas needing improvement. If the candidate’s performance on any section of the Capstone Project is considered “below proficient”, a remediation plan will be developed by the CAP Panel Chairperson, jointly with the candidate in order to remedy the identified weaknesses. The candidate must then satisfy the requirements of that plan before a passing evaluation of the CAP is awarded.

Candidates must receive a rating of “proficient” or above in order to graduate.

Adams State University

Fieldston Middle’s 7th Grade Capstone Project Teaches Students to Be Change Agents

Four Ethical Culture Fieldston School 7th Graders work on their capstone project.

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May 24, 2023

By Kristen Perrone, Communications Manager

The move for change can start close to home, and Fieldston Middle’s 7th Graders are learning this lesson through a capstone project tackling issues within their Ethical Culture Fieldston School community. The assignment challenged students to identify areas of concern that the Fieldston Middle students face and then collaborate with each other as well as faculty and staff to present proposals for improvement. 

“The goal of the project is to have students learn how they can be change agents in their community and in their School,” explains English Teacher and 7th Grade Dean Debora St-Claire. “After doing research, the students will write a proposal for change and present it to the School’s administration team.”

Originally introduced to the assignment right after Spring Recess, the 7th Graders have worked with their advisories for nearly two months to analyze different topics related to their everyday lives at Fieldston. Project subjects include inclusive and exclusive clothing, the Fieldston Middle building’s energy efficiency, recess structure, snack availability, and the intricacies of middle school phone usage, homework, schedules, Field Day, and group projects. These ideas stem back to the question St-Claire asked students to consider at the start of the project: “Who am I in our community?”

“It’s stepping outside of yourself a little bit and looking at who we are in the bigger picture in our community,” St-Claire told the 7th Grade during their introduction session, foreshadowing their 8th Grade capstone project that will ask them to question their place in the larger world. 

The specific project topics emerged after Fieldston Middle Principal Jon Alschuler hosted several Pizza with the Principal lunches to hear directly from 7th Graders about their middle school experiences. 

“In meeting with a number of 7th Grade students for lunch, I was able to hear from them their insightful observations around topics such as grading, class placement, inclusivity, and what drives them to participate or not participate in classes,” Alschuler says. “They began to generate good questions and thoughts on how we could build a better experience for students. Just as when adult groups meet to problem-solve, they did not all agree on the best potential solutions, but it got them all thinking about how to ask questions that can lead to solutions.”

Students identified issues and concerns that St-Claire and History Teacher and Grade Level Coordinator Debra Sands later assigned as capstone topics based on advisories’ interest. In collaboration with Assistant Principal of Student Life Isora Santos, St-Claire and Sands designed the project to incorporate concepts explored across the entire 7th Grade curriculum. Just as they would focus on a fixed idea to write an English essay, advisories finalized a key stance on their topic while contemplating different perspectives. They would also test theories on how to improve situations, like how they form hypotheses in science class, and consult data as they would to solve a math problem or historical dilemma. 

St-Claire also emphasized the use of generous listening when groups interviewed various adults for their proposal material. “[This is] really being open to what other people have to say that may not necessarily be in line with what you’re thinking,” she said. 

In each advisory, every person fulfilled several roles that contributed to the project’s success, serving as interviewers, writers, graphic designers, or presenters. “Managers” from each group also met weekly with St-Claire and Sands to discuss their progress and help others overcome roadblocks. Students debated how to generate more online survey responses, shared struggles in scheduling interviews, and gave updates on their upcoming presentations. The conversations also reminded students that the finished proposal reflects their team’s work, not singular achievements. 

An Ethical Culture Fieldston School slideshow details the 7th Grade capstone project.

“One thing to remember is that it’s not about the individual,” St-Claire shared with managers during a recent meeting. “It isn’t about the person. You’re an advisory group, and you all worked together towards a common goal.”

From dealing with different personalities to balancing a to-do list, advisory managers have experienced both the pros and cons of sharing a common goal with so many people. 

“I have definitely learned that when you are working in a big group, you need to learn that not everyone is going to cooperate,” Alma M. ’28 says. “Sometimes people will argue, and you have to hear what they say.”

“I feel working with such a large group shows the benefits of everyone having a specific job,” notes Ben P. ’28. “It keeps the work organized.” 

Using their advisory periods to complete the majority of the project, the 7th Graders formed their key arguments, prepared interview questions, tallied survey answers, and determined how to use their data. In one classroom about three weeks before presentations, an advisor’s message on the board encouraged students to “dig into data,” reading, “This is not about validating your opinions, this is about what the data tells us.” On this day, advisors acted as mediators throughout the 7th Grade hallway, calling groups’ attention to data patterns, miscommunications, and gaps in workloads.

Ethical Culture Fieldston School 7th Graders work on their capstone project with their teacher.

When an impromptu managers’ meeting was announced at the end of advisory, students scurried from their rooms to meet St-Claire in a corner. One 7th Grader announced, “I brought my data!” As the group settled, St-Claire offered the managers checkpoints to discuss with their advisories as project deadlines loomed.

“A big hope we have is for 7th Graders to feel a stronger connection to the community they are in, especially in the spring as rising 8th Graders, and to gain a clearer understanding of how changes are implemented,” says Sands. “In the past, we’ve seen students have legitimate concerns and try to resolve them through petitions. ‘I have a petition!’ or ‘You need to sign my petition!’ was a commonly heard phrase, but there was little thought going into whether the creating and signing of a petition was the appropriate way to address the issue at hand and very little follow through after the creation of said petition. We hope that by having a clearer understanding of how change is implemented, students will feel more knowledgeable and empowered as they move into 8th Grade and especially high school.”

“We hope that as they hone the skills embedded in the project, such as conducting interviews, collaborating, acknowledging other perspectives, and imagining the world as otherwise, they will become advocates and activists for change on an even broader scale,” St-Claire adds.

A group of Ethical Culture Fieldston School 7th Graders work on their capstone project.

Capstone presentations in front of the Fieldston Middle administration, as well as some schoolwide administration, will occur in early June. Administrators could potentially accept or edit students’ proposals to implement into future School guidelines. This final step brings the project full circle, showing 7th Graders how their influence and hard work may affect the Fieldston Middle community for years to come. 

“This project has taught me that making changes might not be simple, although [it’s] 100% possible,” says Isabella F. ’28. “I find that being able to work for something we collectively agree on will become important in our future life. As adults, we want to be confident and powerful in the ways that we impact others. We are constantly learning something new about our community and its rules, and it’s interesting how, as a 7th Grader, I can impact a schoolwide policy.”

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Capstone Project

Data was collected from using “The Creative Curriculum System for Preschool, a research-based system…that offers comprehensive resources to help early childhood educators build exceptional high-quality programs” (Teaching Strategies, 2011, para. 1). Data was gathered from three Creative Curriculum checklists the teachers completed for each student in the 2012-2013 school year that assessed progress in the areas of social emotional, cognitive, language, and physical development. An outcome report was used to show the total percentages of development for each of the four areas for every class and to discover the classes that have shown the most developmental progress. The teaching strategies used in the classrooms that have shown the highest rate of developmental growth in the reports were cited as strategies that positively impact students’ learning. From the data collected, a professional development training was created, which will be presented to over two hundred teachers in the preschool program to educate them on successful motivational instructional techniques, how to implement the strategies in the classroom, and how the principles of cognitive science can be applied to help improve teaching practices and students’ developmental learning outcomes. Educators will benefit from this capstone project because they will learn specific motivational strategies that can improve students’ learning over time.


Clayton, K., Blumberg, F., & Auld, D. P. (2010). The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology, 41 (3), 349-364. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=94426b87-c16a-462b-b832- 7f1dfe11164c%40sessionmgr104&vid=6&hid=123

Teaching Strategies. (2011). The Creative Curriculum System for preschool . Retrieved from http://teachingstrategies.com/national/national-system.html



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Capstone Projects, 2021-2022

Anthropology, jess mcneil.

The pedagogy course in Anthropology necessarily needs to cover learning strategies that are simultaneously anthropological and meet the needs of two programs that often seem to substantially diverge. This capstone outlines a new workshop within ANTHRO3636 that covers object-based learning strategies: a pedagogical strategy that can be incorporated into classes across the anthropological spectrum. This workshop has three clear aims: to introduce a strong pedagogical strategy to new TFs; to highlight educational connections and similarities across our department; and, most significantly, to emphasize the exceptional resources uniquely available to TFs in our department via our significant relationship with the Peabody Museum.

View Jess's capstone project.

Julia Judge Mulhall

Harvard provides extensive and robust resources both for accessible education and for pedagogical training for faculty and graduate students. A challenge we face now is how best to integrate these two efforts. A first step is to connect faculty and TFs to strategies, resources, and training opportunities for creating an accessible classroom. For my Capstone project as a Bok Pedagogy Fellow, I drafted a new online resource for faculty and TFs to take the first steps in creating accessible course content for their classrooms.

View Julia's capstone project.

Dana Mirsalis

"Accessible Education at Harvard: An Introduction" is a combination slide deck and toolkit about accessible education at Harvard University.  It includes a slide deck, a presenter's script, and a selection of further resources at the end.  It covers topics including: why teachers should care about accessible education, how to get accommodations at Harvard (as well as barriers to receiving accommodations), and what Teaching Fellows can do to promote accessibility in their own classrooms.

View Dana's capstone project.

Derek Robey

I was fortunate to serve as a Bok Pedagogy Fellow for the Harvard College Program in General Education this year. For the capstone project, I am working with Jonah Johnson and the Bok Center team to expand the use and impact of Gen Ed Writes, which is a website that provides resources for course heads, Teaching Fellows, and students in courses with writing assignments. In order to expand its use and impact, I am developing a survey on user experience and will analyze the data to determine next steps.

View Derek's capstone project.

Chemistry & Chemical Biology

Emily kerr & maggie klureza.

The Chemistry and Chemical Biology PF positions are focused on assisting in the smooth running of the fall chemistry pedagogy course, serving about 30 first-year PhD students (G1s), as well as the observation and support of the G1s first semester teaching in the spring. This year, we added a teaching as performance workshop (in collaboration with Dana Mirsalis, BPF), an active learning workshop, and a diversity and inclusion workshop to the Chem 301 curriculum and spring training. The capstone highlights the timeline of different trainings, workshops, microteachings, and meetings that the Chemistry PFs facilitate for G1 TFs.

View Emily and Maggie's capstone project.

Comparative Literature

Maria zymara.

My capstone project is a proposal for a Pedagogy course in the Department of Comparative Literature. The timeline could also serve as a guide to future or current TFs in the Department as it includes links to relevant resources from the Bok Center website, the Harvard Writing Project website, or the website of Comparative Literature.

View Maria's capstone project.

Global Health

Elizabeth hentschel.

As the pedagogy fellow for the Global Health Education and Learning Incubator (GHELI), I served as the liaison between the Bok Center for Teaching and Learning and GHELI. My primary responsibilities included managing the hiring process for GENED 1063: World Health Challenges and Opportunities, facilitating workshops and teaching observations for GENED 1063 TFs, co-creating section guides alongside the instructional design specialist, and ensuring that all homework assignments were aligned with section goals. This role has allowed me to grow as an educator and take a deep dive into the "behind the scenes" side of teaching.

View Elizabeth's capstone project.

Danielle Leavitt-Quist

This document is meant to be distributed among G3s in HIST 3920 pedagogy class and other graduate students approaching the job market. It serves as a brochure-type resource for helping students understand how to leverage their teaching experience on the job market. Its general framework applies to the academic job market, but it could be useful for other markets as well. It covers topics such as writing a teaching statement, course and syllabus design, using teaching evaluations effectively, writing a statement of equity and inclusion, meeting departments’ curricular needs, and interviewing for teaching positions.

View Danielle's capstone project.


Niels kuehlert.

In this capstone project, I highlight several challenges that came up throughout the year and the actions that I took to address them. These included helping the G2s bridge the gap between teaching and non-teaching semesters, reframing how TFs in Linguistics can think about evaluations and feedback, maintaining and building on the work of previous Pedagogy Fellows in Linguistics, and rebuilding a sense of community and collaboration as we returned to in-person teaching. I hope the various workshops, new materials, and improvements to the existing pedagogy course will put future Pedagogy Fellows in good stead to keep rebuilding after the pandemic.

View Niels's capstone project.

Molecular & Cellular Biology

This year, I designed and taught the first pedagogy course in the Life Sciences (MCB 327). Thanks to groundwork laid by the former MCB Pedagogy Fellow Matt Holmes, and support from departmental faculty and administrators, we were able to add this course to the catalog and make it available for G1s in the Molecules, Cells and Organisms (MCO) program.   I designed the course with inclusive teaching at the center. In my time at the Bok Center, I realized that all of the strategies we’d reflected on had the outcome of improving access to learning and making it more equitable for students of different backgrounds and levels of prior experience. In the future, I suggest including a day on practical information (resources at Harvard, types of courses available to teach in the life sciences). I also suggest opening up the course to anyone who wants to take it.   Additionally, I worked on an LGBTQIA+ inclusion worksheet (inspired by our activity from the University for Michigan Center on Learning and Teaching). This is meant to be a living document that I hope future PFs can edit and contribute to.

View Roya's capstone project.

Near Eastern Languages and Civilizations

I focused on remaking our pedagogy course for G3s to meet more regularly and to allow for the cultivation of a real community of teachers. I incorporated several new sessions, based in part on Bok Center seminars, and designed a new final project where the TFs participating in the course have an opportunity to design their own syllabus. The goal of this project is both to expose TFs to the process of course design and also to provide them material they could use on the job market.

View Conor's capstone project.

Arunima Sarin

I was the Pedagogy fellow for Psychology. My department mandates a yearlong pedagogy course for all new TFs. A challenge for me was to show the value of the course. I wanted to demonstrate that good teaching required thought, planning, and practice. I did this with a two-tier strategy. Our fall sessions focused on micro-skills (like active learning and leading discussions) that the TFs could put straight to their teaching, while in the spring sessions focused on macro skills (like philosophy of teaching, and motivation) to encourageTFs to reflect on their teaching. Over the course of the year, I found increased engagement and reflection in my TFs, managed to create an inclusive and open classroom, and had the most fun I have ever had teaching a class solo for the first time!

View Arunima's capstone project.

Romance Languages & Literatures

Juan arias & luca politi.

We inaugurated the monthly newsletter “RLL in the Classroom,” featuring instructors and their reflections on pedagogy, events of interest, and relevant Bok Center resources. In RomLang 210, we assisted with the training of the new teachers in RLL through demo lessons and class observations and consultations. We organized two panels on teaching and the job market, and one for the rising G3s about to start teaching. Monthly social events around the Cambridge area provided the occasion to reconnect as a teaching community.

View Juan and Luca's capstone project.

Adam Travis

My capstone project consists of two artifacts intended to be used or adapted by future pedagogy fellows. The first document is a worksheet that I used to help me more effectively structure and frame reflective conversations during video consultations with new TFs. The second document is a semi-structured journal assignment for new TFs that could be adapted for use in pedagogy seminars. The purpose of this assignment is to encourage TFs to reflect on their own experiences as learners and to consider how these experiences shape (or might shape) their pedagogical aspirations and teaching practices.

View Adam's capstone project.

Art, Film & Visual Studies

Wesley simon.

Although much of the content provided by current online streaming services are accompanied by closed-captioning and audio descriptions, many older films, as well as more contemporary independent films, are not easily available with these services. One particular area of need, for the anglosphere, is the high number of non-English language films that are only available with subtitles, but have no English voice-over (or overdub) that is accessible to persons with visual impairments. To address a specific case where this need arose in the Spring ‘22 semester, the AFVS70 (The Art of Film) teaching team coordinated with TDM to organize live subtitle readers during screenings, and with the Bok Center to record English voice-over tracks for online availability. The following is a list of considerations and resources that we have accrued in our pursuit of this project, that we hope future Harvard teaching staff will find helpful.

View Wesley's capstone project.

Celtic Languages & Literatures

Myrzinn boucher-durand.

I created a repository for Language teaching resources for my department. Because TFs have to teach languages of which they are not native speakers, and minority languages which have little visibility online, this repository provides resources  to helpTFs focus on pedagogy rather than having to dedicate all their time to creating materials. This repository is also meant to be updated as new materials are created, and can serve as a foundational platform for the creation of a future Celtic Teaching Colloquium.

View Myrzinn's capstone project.

Sarah Eisen

I am developing ClassicsWrites , a resource for Classics concentrators and TFs working in writing-based classes, particularly the curriculum’s sophomore and junior tutorials. The resource goes beyond general techniques that one could learn from the Writing Center, and addresses how writing specifically works in the field of Classics. I cover topics including: What is a close reading of a text? What is a commentary and how do I use one? How do I cite an ancient author? This guide also explains how to write about artifacts, and includes tips on finding and using appropriate research resources for the field.

View Sarah's capstone project.

Michael Allen

My capstone project is the slide deck for a job talk I gave at the University of Leeds in the UK. The position I was interviewing for—part lecturer in English, part pedagogy consultant—required me to synthesize and apply the insights of the Bok Center to a very different educational context. As I prepared this talk in consultation with the English faculty, I strove to speak to two different audiences: first, faculty who were enthusiastic about the application of pedagogical research and methods; second, faculty who wanted a colleague grounded (only?) in traditional humanistic inquiry. In response, I adopted a hybrid approach. For example, in answering the question “how will you transform our teaching?”, I drew on the philosopher L.A. Paul’s influential definition of transformative experiences and linked that to the pedagogical research supporting the value of fostering a growth mindset in students.

View Michael's capstone project.

Julia Coyoli

In my capstone project, I present a unified framework for teaching skills in Government. TFs in Government teach classes that require students to know skills ranging from reading and writing to math and coding . In our pedagogy course I taught TFs a framework for teaching these skills to their students. While I taught different types of skills in separate sessions, I gave TFs a unified framework that they can apply to any course they will teach in the future, regardless of the type of skills needed.

History of Science

Iman darwish.

My capstone project is a Canvas site meant to provide TFs in the History of Science department with information and teaching resources that will enable a successful teaching experience. The Canvas site is also meant to act as a repository ensuring  the continuity of institutional knowledge. This will be the first step, which will complement more structured support for teaching in the department in the form of a future Pedagogy Colloquium. Many parts of the website are still "under-construction" and  will continue to be populated over the course of the semester. 

View Iman's capstone project.


Nathan yang.

I worked in the Teaching Undergraduate Mathematics Seminar (TUMS) course in the math department, the departmental pedagogy course taken by first-year graduate students. As part of the teaching team, I helped the course heads organize, design, and execute the course plans, contributed to the course structure, and facilitated multiple sessions and topics. I also continued the departmental tradition of hosting a tutorial panel for graduate students interested in designing and teaching tutorials. I invited panelists to share their experience with syllabus design and course planning, with a Q&A session.

View Nathan's capstone project.

Payam Yousefi

This music worksheet is my preliminary attempt at proposing a concept of Phenomenological Learning as Transformative Pedagogy .  It is designed to introduce university music students to new musical concepts within Classical Persian music. The primary intent of this worksheet is to provide an example of how we can take seriously the non-western musics that are presented in music departments using the example of Iranian music. 

I believe undergraduates in the music department possess the musicality and musicianship to successfully embody and perform the music of different cultures. It is worth noting that the main intent of such an endeavor is not to create performers of music from other cultures. Rather, the main goal of such teaching is to create more intimate levels of knowing that are informed by the process of learning to perform. Different musics possess varying aesthetics, meanings, philosophical foundations, sentiments, and histories that are ingrained in the music. As such, the process of learning how to perform within the correct idioms and context creates a heightened intimate form of knowing underlined by experience. 

View Payam's capstone project.

Caitlin Fitchett

Over the course of this year, I have developed a proposal to broaden the scope of the Philosophy department pedagogy workshop. Research and teaching are often regarded as pulling academics in different directions; time spent teaching is time not spent on research. Balancing these competing commitments is an important part of flourishing within academia and many of the strategies and skills that are useful for teaching are also applicable to research and vice versa. My aim has been to motivate institutional uptake of a broader pedagogy workshop, which would help G3 students to develop as both teachers and researchers.

View Caitlin's capstone project.

Naohito Miura

This year, the HDS TF Liaison, Kelsey Hanson Woodruff, and I organized and facilitated an optional pedagogy course for doctoral students in the Committee on the Study of Religion. The course aims to equip students with skills to be effective Teaching Fellows at Harvard and to develop their own approaches to pedagogy as independent instructors in the field of religion. With faculty guest speakers, we covered various teaching methods, course design, and professional development topics. The course also provided a space to discuss day-to-day success stories and challenges in the classroom.

View Naohito's capstone project.

School of Engineering & Applied Sciences

William qian.

Teaching Fellows (TFs) in the School of Engineering and Applied Sciences (SEAS) are tasked with helping students learn the discipline and skills necessary for a career in engineering. Preparing TFs for their teaching responsibilities falls primarily to the SEAS Pedagogy Fellow (PF), whose job is to support TFs and their diverse needs. TFs come to training sessions or review resources online. For those TFs particularly interested in improving their pedagogical and communication skills, ES 301 (SEAS Teaching Practicum) provides an excellent opportunity to engage with new pedagogical ideas, engage curiosity, and encourage innovation in their own teaching.

View William's capstone project.

Louis Cammarata

As the 2021-2022 Statistics Pedagogy Fellow, I focused on designing and teaching the syllabus of the department’s pedagogy course, STAT 303 (The Art and Practice of Teaching and Communicating Statistics) based on four main components: learning, observing, practicing, and reflecting. I placed a strong emphasis on oral teaching and communication skills, by integrating 6 in-class oral presentations in the curriculum. STAT 303 is a unique time for incoming Statistics PhD students to practice teaching; I believe that giving them multiple microteaching opportunities will improve their confidence and impact when they face students in their second year.

View Louis's capstone project.

Teacher Leadership Institute

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

capstone project for teachers

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

capstone project for teachers


Top 225 Innovative Capstone Project Ideas for Students

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Are you searching for creative capstone project ideas? Don’t worry! Like you, many students are struggling to come up with a unique capstone project topic. So, to help you all, here in this blog post we have identified and listed the best 200+ capstone project ideas on all the major subjects. Continue reading this blog post and earn the necessary academic benefits.

What is a Capstone Project?

Schools and colleges use a parameter known as a capstone project to evaluate students’ overall comprehension at the course’s conclusion. Typically, it enables the students to demonstrate their abilities in communication, presentation, and problem-solving, and the project is extremely beneficial to them.

The primary objective of the capstone project assignment is to inspire students to plan independently, conduct in-depth analysis, collaborate with others, and meet deadlines. In most cases, instructors will assign each student or a group of students to finish their capstone project ideas assignment.

If you are required to complete a capstone project on any subject, you must look for the best project ideas related to that subject. The task of choosing a topic for the project is hard. It takes a lot of planning to find a good and creative idea for a capstone project.

Capstone Project Ideas

How to Select a Good Topic for Capstone Project?

The initial step of the capstone project is identifying a good topic. There is a high likelihood that you will receive low grades if you choose a subpar topic for your project. Therefore, when choosing a topic, ensure that you keep the following guidelines in mind because it would help you to improve your grades.

Before you start working on your capstone project, make sure you contact your professor or teacher to get their final approval. This will ensure that you don’t miss any opportunities to get feedback on the topic.

Innovative Capstone Project Ideas

Innovative Capstone Project Ideas

Here, we have listed the capstone project ideas on all the major subjects such as accounting, business, engineering, information technology, computer science nursing, psychology, marketing, management, and many more.

Check the list and spot the capstone project idea that is appealing to you.

Capstone Project Ideas on High School Education

Few High School Capstone Project Ideas

Accounting Capstone Project Ideas

Read more- Best Accounting Research Topics and Ideas for Students

Capstone Project Ideas

Business Capstone Project Ideas

Computer Science Capstone Project Ideas

Engineering Capstone Project Ideas

Read more:   Best Engineering Research Topics for Academic Writing

Capstone Project Ideas in Information Technology

MBA Capstone Project Ideas

Marketing and Management Capstone Project Ideas

Nursing Capstone Project Ideas

Psychology Capstone Project Ideas

Capstone Project Ideas in Political Science

Political Science Capstone Project Ideas

Trending Capstone Project Ideas for Politics

Final Words

To submit the best project and get an A+ grade, an original capstone project topic alone will not help you. You need to perform in-depth research on the topic and present your project work effectively and efficiently.

If you want more creative capstone project ideas or any academic help to complete your capstone project, then reach out to us. We have a team of highly experienced academic writers to assist you in completing the capstone project on any subject topic as per your requirements on time at an affordable price.

Why are you waiting? Quickly place your order and get instant assignment help from our experts to earn the highest possible grade for a top-quality capstone project.

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Future Teacher Earns Research Award

Thursday, May 11, 2023 • Written by Monique Bird :

A unique capstone project has earned a soon-to-be elementary teacher a prestigious award for undergraduate researchers from the University of Texas at Arlington  Honors College .

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


Capstone Project

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

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

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

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

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

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

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

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

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Earn Your Online Teaching Certificate this Summer!  

Monday, May 22, 2023

By Christine Sandella

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Online Teaching Certificate Level 1

Using the University’s chosen quality assurance rubric as the foundation, the Level 1 Online Teaching Certificate courses cover a wide range of topics, including course design, objectives and alignment, student engagement strategies, accessibility, and ideas for assessment and feedback. The program will be delivered through five engaging, self-paced modules, each including an assignment aligned with the module's learning objective. Feedback and discussion about your course deliverables will be provided through scheduled Teams meetings. Faculty who successfully complete the course content, assignments, and Capstone Project  by June 22, 2023 are eligible to receive a Level 1 Certificate.

Register for the Level 1 Online Teaching Certificate

Online Teaching Certificate Level 2

Prerequisite - a certificate for Online Teaching Level 1

The Level 2 Online Teaching Certificate courses allow you to put Level 1 concepts into practice. This five-module, asynchronous series will walk you through development of an online course of your choosing.  Module 1 focuses on building a course shell in Canvas by creating the welcome announcement, faculty information and course information. Module 2 and 3 delve deeper into the pedagogical methods that enhance online learning environments, including the importance of building a well-structured course, Transparency in Learning and Teaching and building interaction into your Canvas shell. Module 4 focuses on creating engaging lectures and utilizing technology to create an instructor presence in your course. The last module will deepen your knowledge of copying content and courses within Canvas. Faculty who successfully complete the course content, assignments, and Capstone Project  by July 24, 2023 are eligible to receive a Level 2 Certificate.

Register for the Level 2 Online Teaching Certificate

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Teacher Licensure Capstone


The Teacher Licensure Capstone (TLC) is designed to provide the teacher candidate an opportunity to demonstrate how he/she uses contextual factors in a classroom to design and implement a unit of study.

The teacher candidate will provide information about the unit’s lesson plans and assessments. Specific information about how the instruction is modified for a subgroup of students or one focus student within the classroom is also required.

In addition, the teacher candidate will reflect on the implementation of the unit for the whole class and the subgroup of students or the focus student.

Teacher Licensure Capstone Overview

The TLC is a licensure requirement, not a program requirement.

All WSU graduates applying for teacher licensure in Kansas are required to have a passing score on the TLC.

Teacher education candidates are required to complete and receive a passing score on the TLC during their final internship or when designated by their program. This course is completely online.  When you enroll in this course you will not be charged a tuition cost.  You will be charged a $100 fee .  This fee covers the cost of your capstone being scored by two trained scorers as well as administrative cost.  This is a self-paced course with 1 deadline - your capstone deadline. Checkpoints are provided for you to utilize to ensure you are staying on target to complete your licensure capstone by the deadline.

Teacher education candidates complete the TLC when they enroll in CAS 501 Teacher Licensure Capstone. This is a zero credit hour course. 

Teacher Licensure Capstone Content Guidelines

Teacher Licensure Capstone Template

Early Childhood Level Math/ Geometry

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Elementary Education English

Physical Education

Teacher Licensure Capstone FAQs

Teacher education candidates are required to complete and receive a passing score on the TLC during their final internship semester or when designated by their program. Candidates are encouraged to check with their academic advisor to determine which semester they are scheduled to complete CAS 501 Teacher Licensure Capstone.

Any student not submitting a TLC by the semester due date will earn a U in CAS 501 Teacher Licensure Capstone . No late work will be accepted in CAS 501 Teacher Licensure Capstone.

These students will be required to sign a contract that states they will graduate with their Bachelor of Arts in Education without recommendation for license. 

These candidates will then be required to enroll in CAS 502 Teacher Licensure Capstone Remediation during the next academic semester to complete this licensure requirement.  Course tuition will be required for this new course and the responsibility of the student.

All WSU graduates applying for teacher licensure in Kansas are required to have a passing score on the TLC. If a candidate does not receive a passing score on their TLC, they will have the opportunity to remediate their submitted Teacher Licensure Capstone.  This remediation may require the candidate to enroll in CAS 502 Teacher Licensure Capstone Remediation during the next academic semester to complete this licensure requirement.  Course tuition will be required for this new course and the responsibility of the student. Failure to pass the TLC will not keep a candidate from graduating as long as the candidate has met all program requirements.  The TLC is a licensure requirement, not a program requirement. 

All WSU graduates applying for teacher licensure in Kansas are required to have a passing score on the TLC. If a candidate plans to hold a teaching license in the state of Kansas, they must successfully complete the Teacher Licensure Capstone.

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Environmental data science capstone students strive and succeed in applying data to real-world projects

16 May 2023

Two people sit in front of laptops, in a classroom of students.

Students in the environmental data science capstone class have been struggling with their final assignments: creating and designing web apps.

“In this work, you go through long periods where something doesn’t work and doesn’t work, and then you change one small thing and boom, your map is suddenly beautiful,” said Jennifer Ochs, who described both the semester long-course in the College of Natural Resources and Environment (CNRE) and its intention.

It is this ability to solve problems and navigate their way through many trials — and more than a few errors — that has marked the success of these graduating students, preparing them for careers connecting people with the tools and technology needed to explore critical questions about our natural world.

Taking a step toward uncertainty

For Assistant Professor J.P. Gannon , one of the goals of the capstone course is to challenge senior students to get outside of their comfort zones.

“When the capstone projects are initially presented, our students are often overwhelmed,” said Gannon, who teaches the course in the Department of Forest Resources and Environmental Conservation . “It feels like it might be too much, that they’re not prepared for it. And it’s one of my favorite things as a professor to say, ‘No, I know the skills you have. You’ll be able to do this.’”

The 14 students in the course spent the semester working in teams to design and create web apps — software applications that run in a web browser — that meet the goals of a specific data science project. To generate ideas for student projects, Gannon solicits pitches from researchers conducting environmental data research in coordination with the Hubbard Brook Ecosystem Study, a long-term ecological research project that aims to bridge the gap between science and land management public policy, recreation, and education.  

“The ideas we use come from a broad range of scientists,” said Gannon. “I reach out to people involved in the ecosystem study and tell them what the capstone class does and what projects we’ve taken on in the past. From that, they send me pitches for ideas they’d like our students to take on.”

This year, the capstone course students worked on four projects. Objectives for those projects ranged from visualizing citizen science data to track seasonal changes in the Great Smoky National Park to understanding the relationship between mycorrhizal fungi and tree success to a web app that helps middle schoolers understand streamflow processes.

From streams to STEM education

“Our main goal was to create an app that is used by middle school kids to help maintain interest in STEM,” said Lindsey Finks, a senior from Warrington, Virginia. “One component we have is a stream model that students can click through to make changes, so they can see how a stream might change if there is a drought or a flood. The app is easy to comprehend and interactive, but the students are being introduced to models and data outputs and how you can take on the ground physical characteristics of stream flow and turn it into something where you can extract data.”

Emery Poulsen, who worked with Finks on the middle school stream project, said designing an app to fit the demands of a client is both the hardest part of the experience and the most rewarding.

“It’s really cool to build something from scratch, to conceptualize this project and bring it to life,” said Poulsen, who is from Lorton, Virginia. “That’s the hardest part, too, that no one has done this, so we have to take a lot of shots in the dark and hope they work. There have been a lot of challenges, but it’s built up my confidence a lot in what I’m capable of.”

Four people sit around a table, with a computer monitor between them.

Ochs, who is working on the team that is visualizing tree phenology measurements — when trees bud and leaf-out in the spring and when they drop leaves in the fall – to determine how the climate is changing the Great Smoky National Park, echoes that the experience of struggling to find a solution is part of what makes the course impactful.

“The last few weeks, we’ve been fighting with code,” said Ochs, who is from Springfield, Virginia. “For me, the highlight is getting to work with real data on a real project, kind of figuring it out as we go. It’s a nice experience into the practical things we can do with this skill set.”

Gannon said the experience of taking on a design challenge is a critical leaping off point, where the learning they’ve done in the classroom meets real world applications.

“A big goal of this class is giving students a better understanding of what they’re capable of,” said Gannon. “Every semester I’ve taught this course, I see the students start to figure things out, and they realize that even if they haven’t done something exactly like the project they’re working on, they have the skill to create something special.”

Three starts in a rapidly emerging field

The demand for data science professionals to enter fields of forestry, ecology, and conservation has never been higher.

“Very high temporal or spatial resolution data that can describe different aspects of a forest is getting cheaper and cheaper to acquire, and more available,” Gannon said. “So you have a situation where in order to analyze all of this available data, nonprofits or corporations or city or local governments need to have someone who can use data science tools.”

The next steps that the three graduating seniors will be taking reveal the breadth of opportunities that come from choosing environmental data science as a major.

Poulsen will be working in the Denver offices of Esri, a geographic information systems software company. “I interned with them in Redlands, California, over the summer,” she said. “I found it really interesting and challenging, so I’m going the GIS route with my career.”

Ochs, who has led canoeing and hiking trips for Venture Out, the university's outdoor experiential education program housed within Virginia Tech Recreational Sports, will be spending her first summer as a graduate working as a logistics coordinator for Outward Bound in Moab, Utah, helping teenagers experience the desert wilderness firsthand.

Finally, Finks will continue her education at Virginia Tech, applying her skills with data analytics toward a master’s degree and working on questions related to carbon in forest soils.

“I’ve really enjoyed my time here in CNRE,” said Finks, who will be working with professors Brian Strahm and Daniel McLaughlin , both in the Department of Forest Resources and Environmental Conservation. “I’m excited to come in with a data and analysis background and start learning how to apply it to the science and theory of forest processes and dynamics.”

Gannon, who recently received funding from the National Science Foundation through the Hubbard Brook Long Term Ecological Research program that will support the costs of the environmental data science capstone course for the next five years, notes that having the capacity to be adaptive in their projects will be a critical skill as students embark on careers in a field that is constantly changing.

“I think it’s important, when you’re applying for a job or graduate school, to be able to say, ‘not only are these the skills that I have, but I’m confident that I can develop them further to take on x, y, and z.’ To me, that’s a core of what you should come away from an education with: an ability to learn and expand on what you know.”

Krista Timney


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What Is A Capstone Project?

03 Mar 2022

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Common Development of a Capstone Project

Goals Of A Capstone Paper

Getting proper education is not an easy task. Particularly with modern curriculums placing more burdens on students to perform. You may be comfortable writing essays and navigating the library, but you may run into an overwhelming task you may not be ready for. One such project college students dread is the capstone project and for good reason.

These assignments take significant planning to complete, let alone achieve a good grade. But fear not, we know how to help you weather the storm and put together a compelling paper that your teachers will highly praise. Follow these tips for your capstone research project and you are sure to avoid the many obstacles students have to overcome.   

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What is the Capstone Project?

A common question any student has, especially in high school, is the definition capstone project. According to the University of Virginia, this task is a two-semester project where students must independently research a topic to obtain a deep understanding of the subject matter. UV gives many recommendations when preparing your assignment you can use. But here our professional writers will dig into detail about the purpose of this significant work as well as methods to overcome some hurdles. There are several sections that encompass a capstone project meaning, which we’ll detail below.

The main goal of this task is to challenge a student to carry out significant research over an extended period of time. Not everyone is up to the arduous journey this task demands. Therefore capstone project for sale for college is a common way to avoid failure. Leveraging the help of the pros, you get a set of guarantees to ensure a quality paper that is plagiarism-free and will get a good grade.

One of the most complex issues is a capstone paper. What makes it so difficult? To figure it out, we need to define the capstone project meaning first because there is no way you can handle an assignment without knowing what it requires from you.

A Capstone project is a challenging and rewarding academic task that students undertake at the end of their academic journey. It is a kind of research-based assignment that requires a student to take the initiative and demonstrate the knowledge and skills gained throughout the academic years. To accomplish this task, many students look for an essay writing service online to get a professionally written Capstone paper. Such an approach has proven to be beneficial in terms of both time and quality of the work.

Capstone Project Definition

What is the capstone definition? A capstone project is a culminating assignment, on which students usually work on during their final year in school or at the end of the academic program. It requires different intellectual activities. This project helps young people learn how to find and analyze information and how to work with it efficiently. It has a wide variety of forms. This means that a capstone program can be submitted in various forms including a multimedia presentation, film, performance, or paper. A capstone research project is very similar to a college thesis. No one can argue that this type of work is a bit more complicated as writing a capstone project involves a wider range of activities like critical thinking, deep analysis, and the ability to use different media.

What is a capstone project purpose? A capstone college course can help students demonstrate their knowledge and skills and it can also be used as an employment portfolio. At university, people get such tasks in the last class of a study program.

In most cases, while working on a nursing capstone project, a student can be asked to pick out a topic such as a profession, a social problem, or another topic in which he or she is interested. After that, the student finds information, analyzes it, and makes a portfolio or presentation based on the findings. During a presentation, a person demonstrates the project to the class and gives a short conclusion. The student usually gives an oral presentation apart from the main material, which can be in writing, film or a multimedia product.

Why do you have to write about it? Capstone projects were generally developed to encourage student's abilities of critical thinking, problem-solving, oral communication skills, research skills, and teamwork. Moreover, thanks to this project, students learn to connect with the community and analyze important issues, problems, and ideas. Some tasks include outside-of-school experiences, like interviews and scientific observations.

Colleges may present this task at any academic level. And you may be faced with this task in several areas from Political Science, Criminal Justice, Biology, Literature, etc. As a result, the requirements can differ significantly across courses, but often, your work will result in some type of presentation at the end. As a guideline, a capstone project will revolve around the following framework:

How to handle this task? Below are a few examples which illustrate the general forms of work and objectives found in capstone projects:

As you see, it has many different forms.

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Importance Of A Capstone Project 

But why is it important work? There are many factors that explain its importance and one of the main factors is that it increases the austerity of academic studies of the senior year. How? You may ask. In many cases, students take simpler courses for their last or senior year, which can lead to learning failure or deficient preparation for their work in college. In this way, a capstone project can help increase preparation for college and work, reduce the loss of learning during the senior year and encourage efficient work and new interesting experiences in science or other disciplines.

Also, it increases individual motivation. Assignments like this require creative work on topics that are interesting to a person, which increases motivation significantly.

Capstone projects are a great way of demonstrating the proficiency of learning. This type of work can help young people determine their competence and readiness to demonstrate what they have learned through the course of their project.

How else can it be useful? Involving students in long-term projects which combine their ambitions and goals, motivate people to more deliberate future planning, understanding their main objectives, career exploration, and obtaining useful experience, which will help them in their future careers.

In addition, capstone projects can give students more confidence in their strengths and make their self-perception clearer which is always a good thing. 

A capstone project is a unique academic undertaking that serves as a culminating academic and intellectual experience for students. The project aims to showcase the student's ability to independently create, research, and analyze a particular issue. To accomplish this goal, students often choose to order custom essays from online platforms such as PapersOwl.com that provide writing assistance to help them with their project. These custom essays allow students to show their understanding of their topic, while also demonstrating to their instructors the level of application they achieved while completing the capstone project.

Take your paper to the next level

Professional editors will check your paper for grammar, punctuation, sentence structure, consistency, and academic style.

Upon completing your project you’ll demonstrate that you can engage in serious research work. And if you get a good grade it’s a good reference for future academic work if asked about your academic achievements. You will find that you not only know how to investigate a subject but organize work to reach a deep understanding.

Another aspect is the presentation portion. Many students are great researchers and can write wonderful papers and get good grades. However, presentation is a necessary skill to apply in the real world. When you want to ask for a raise or get a proposal approved, often you’ll need to present factual data to back up your reasoning.

Don’t pass up this opportunity to showcase your skills to your university. With the right plan, you can develop a great project that can be a lot of fun. Try to devise a practical topic of interest and follow this guide to get the A you deserve. But as a long term project, you may need help with all or part of your assignment and think about buying a capstone project . When you’re burning the midnight oil sweating about a deadline, reach out to us at PapersOwl and we’ll come to your aid.

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I am Dr. Paulus, an experienced academic writer. I am efficient, hardworking, and very flexible. As a student, I majored in History and Management but will be more than happy to work on any other subject. I write everything from scratch and do a unique research for every project.

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What Is a Capstone Project? All You Need to Know on College Capstones

What is a capstone learn all about what capstone projects are and how these important assignments play a major role during your studies..

Goodwall Team

You’re almost done.  3.7 million students  graduated from high school in 2019, moving onto college and professional lives. But there’s one last stone they had to step on. 

The capstone project is many student’s worst nightmares. In both high school and college, you may very well have to make one.

But don’t panic. 

What is a capstone? How do a high school’s capstone projects and courses compare to a college’s? What are some capstone project ideas, and how should you go about developing your capstone? 

Answer these questions and you can graduate from school with a project you can be proud of. Here is your comprehensive guide. 

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What Is a Capstone Project? 

Literally speaking, a capstone is a stone that goes on the top of an arch. It supports the arch and provides a decoration as a crowning jewel.

A capstone project accordingly is the crowning jewel of a student’s high school or college career. It encapsulates what they have learned while acknowledging their core interests. 

Most capstone projects are long papers. On the high school or collegiate level, a student may write a paper dozens of pages in length. But some students may make a film, deliver an oral presentation, or create an art piece in lieu of a paper. 

Capstone projects require weeks of research. Many teachers specify that students have to use a certain number of sources in their work. They may need to prepare a proposal for their project and an outline of the points they want to hit. 

The principles of a high school capstone project are the same as a college capstone project. The main differences between the two are length and sophistication. A college student is expected to prepare more material on a more nuanced level than a high school student. 

Related Read : What Should I Major In? The Complete Guide on How to Choose a Major

What Is a Capstone Course? 

Many schools help students prepare for their projects through capstone courses. Each capstone course is different, but there are some things you can look for on the high school and college levels. 

High School 

Most high schools do not have separate capstone courses. Toward the end of a student’s senior year of high school, their teacher presents them with a capstone project. 

A student may have to perform a capstone project for each subject they take. But teachers communicate with each other so a student does not feel overwhelmed by the work they have to perform. 

The capstone projects of honors courses tend to be longer and more detailed than those of other courses. Some schools may allow students to prepare an “honors project.” They may work alongside a teacher to generate a longer paper. 

Most colleges do have separate capstone courses. College seniors sign up for them during their last semester, after they have declared their majors. Their courses are within their majors, and they do not take capstones for other subjects. 

College capstone courses tend to be in small groups with one professor. The professor listens to the students’ ideas and provides some texts for them to consider. They may teach their students how to write a good thesis statement. 

But most of the course is student-directed. They may pair up to workshop each other’s papers and compare ideas. They may give verbal presentations to the room about what they are learning. 

Courses may take place once or twice a week. They may take place at night, later than other courses on a student’s schedule. 

Homework for the course comprises preparing for the capstone project. A teacher may ask students to find sources or write segments of their papers. By the end of the course, they have their entire projects done. 

Related Read : 6 College Essay Tips to Help You Write & Ace Your Next University Paper

Starting Your Capstone 

Do not worry about your capstone until your senior year. Enjoy your high school and college years, and create a good  work-life balance  for yourself. 

Once you make it to your senior year, you can start thinking about your project. Think about the overall themes and subjects that you have dealt with in school. If a particular subject has been interesting to you over the last three years, consider writing about it. 

Read over the instructions from your teacher very carefully. Nearly all instructions give you broad latitude for your subject, but you may need to meet some additional requirements. You should expect to use a certain number of credible sources. 

All rules for academic research apply to your capstone project. Under no circumstances should you plagiarize or have someone else write your paper for you. It is okay to go to others for help, but your project is your responsibility. 

Developing Your Project

The course your project takes largely depends on your subject. Each subject has its own perimeters for academic writing, and you may be expected to do different things in your paper. 

English Language Arts

English capstone projects are writing-heavy. You will write a paper, though you may need to give a presentation at some point. 

You should pick a particular book or author you want to focus on. Picking a book is good if you want to engage in explication, but it may be hard to find academic literature on it. Picking an author lets you talk a little more about the sociopolitical context for individual works. 

Once you have a book, you need to spend a lot of time reading it. Read it through once without taking notes so you can get a feel for its overall themes. Then read it through multiple times, taking notes while following  good note-taking tips . 

You should then go to academic sources. You should find materials about the book you are analyzing, the author, and the author’s sociopolitical environment. 

Your capstone project should describe what a book is trying to say, how the author uses literary techniques, and how the book applies to important ideas. You should address a question common amongst scholars of your author. 

You may be able to pursue a creative project instead of an academic paper. You will need to ask for permission from your teacher, and you may need to participate in some research for your project.

Related Read : Common Types of College Degrees & How to Choose Among Them

Social Studies 

The category of social studies includes history, political science, and philosophy. On the high school level, these subjects are often grouped together, though there are individual AP courses in each one. On the college level, a student may major in one particular subject. 

Social studies capstone papers tend to answer questions in a given subject. A paper answers one precise question that the student comes up with, but their question must impact scholars in the subject. “How did William Jennings Bryan campaign?” is not a good question, but “How did William Jennings Bryan’s methods of campaigning for office impact future presidential campaigns?” is. 

Research is an essential component of social studies capstone projects. A student often must break down the individual details of their question. A student answering the above question needs to look into who William Jennings Bryan was, how he campaigned, and how others adopted his methods. 

The student then develops a thesis statement that answers all aspects of their question. This thesis statement may be controversial, so they have to address contrasting opinions in their paper. They can do so toward the end of the paper after they present most of their findings. 

On the high school level, different branches of sciences are grouped together in one class. A student may explore physics, engineering, and biology in one year. On the college level, each subject is its own major. 

In general, capstone papers in the sciences focus on experiments. A student is expected to create an experiment that answers a question in their field. This experiment must conform to  the scientific method , and the student must detail how their experiment does so in their paper. 

Scientific papers do require extensive research. Most have a literature review toward the beginning, which describes the consensus of scholars.

A student may need to relate the findings of their experiment with the findings of other scholars. If a student disagrees with others, they must articulate why their argument deserves respect. 

Scientific papers can have interdisciplinary components. It may be relevant for a student to talk about the history or philosophy of science. The student may need to talk with their teacher about incorporating other disciplines. 

Related Read : 10+ Best College Tips & Advice to Improve Your University Experience

So What Is a Capstone? 

Many students are nervous about their capstones, which are, essentially, the culmination of your academic achievements in school. 

A capstone course is a class that helps you prepare for your project, and your professor or teacher gives you instructions on what to do. 

How should you prepare for a capstone? Read your teacher’s instructions, then figure out a subject you want to pursue. Spend plenty of time researching and generate a good research question and thesis statement. 

For more great college advice, check out the rest of our articles on navigating university !

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