capstone vs dissertation

What’s the Difference Between a Capstone vs. Dissertation?

If you’re researching doctoral programs, you may be wondering about capstone vs. dissertation projects.

Some schools require students to write a dissertation, an extended paper based on original research. Others ask students to complete a capstone project that involves developing a solution to an existing issue. As a graduate student, you will most likely be asked to complete one or the other of these projects to earn your degree.

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Before enrolling in a doctorate or PhD program, it’s helpful to understand what a dissertation and a capstone require and how they’re completed.

Capstone projects and dissertations offer graduate students the opportunity to demonstrate what they’ve learned over the course of their studies, prepare for their professional futures, and establish themselves as scholars in their fields.

Despite their similar goals, these projects involve different processes and structures.

What Is a Capstone?

A capstone is a final project that a doctoral student completes at the end of their academic program. It typically involves between 6 months and 1 year of research, planning, writing, and analysis.

During a capstone project, you might complete an action research study, in which you identify a process that is inefficient or ineffective and design a process to improve it. You might also work directly with an external business, nonprofit, or government agency.

A number of universities now offer doctorate programs without dissertation. Just like online doctoral programs in education with no dissertation, they include capstone projects or research papers instead. Students usually deliver a doctoral capstone in the form of a paper or portfolio alongside the product or program that they have designed.

What Is a Dissertation?

A dissertation is a major research project that is a requirement for most PhD programs. The timeframe for a dissertation often ranges between 1 and 3 years.

To complete a dissertation, students develop a research question and seek answers that will fill a current gap in the field. They review existing literature, conduct original research, and write a paper that may span several hundred pages.

Many doctoral programs also require students to participate in a dissertation defense . During this process, the student presents their findings to a faculty committee and answers any questions that the committee might have.

Key Differences Between a Dissertation vs. Capstone

Although capstone projects and dissertations can both be graduation requirements for doctoral students, they have several defining features that set them apart, including:

• Focus . A dissertation project generally focuses on filling a gap in current research or enhancing knowledge within a field through new research and analysis. A capstone project uses or extends existing research to address a problem by developing a product, program, or process.
• Completion time . Students may need several years after they complete their primary coursework to finish and defend their dissertations. Capstone projects are usually completed in 1 year or less.
• Sources of support . While working on their dissertations, students generally have the support of one or more faculty advisors and present their final work to a committee. Students completing a capstone often work with an outside organization, such as a private business, as well as a group of faculty members.
• Length . The average dissertation length is typically 100 pages or more, and students sometimes publish their finished projects as books after graduating. The final paper for a capstone project is often significantly shorter than a dissertation, but it may be accompanied by a portfolio, product, or program.

Capstones and dissertations aren’t always mutually exclusive. In some cases, doctoral programs require students to complete dissertations as part of or in addition to their capstone projects.

Capstone vs. Dissertation – Which Is Right for You?

Finding the right PhD or doctorate program can be challenging. Knowing what is a doctoral dissertation in comparison to a capstone project may help you determine which school and degree path aligns with your career goals and academic interests.

For example, if you would prefer to work directly with a business in your future industry, a capstone may be a more suitable option. A dissertation is likely more fitting if your primary goal is to contribute to the existing literature and research within your field.

No matter which type of project you prefer, you can take the next step toward your online doctoral degree by researching accredited colleges and universities.

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Capstone vs Dissertation: A Comprehensive Comparison

• December 19, 2023

In the academic world, students often encounter two major culminating projects: the capstone and the dissertation. Both projects serve as a culmination of a student’s academic journey, but they differ in various aspects. This article aims to provide a comprehensive comparison between a capstone and a dissertation, exploring their definitions, purposes, and key differences.

Key Takeaways

• A capstone is a culminating project that integrates and applies knowledge gained throughout a student’s academic program.
• A dissertation is a research project that contributes new knowledge to a specific field of study.
• The structure and format of a capstone and a dissertation differ, with the capstone often being more flexible.
• Capstones typically involve applied research and practical application, while dissertations focus on theoretical research.
• Capstones are usually completed within a shorter timeframe and have a narrower scope compared to dissertations.

What is a Capstone?

Definition of a Capstone

A Capstone is a culminating project that students undertake in their final year of study. It serves as a synthesis of the knowledge and skills they have acquired throughout their academic journey. Unlike an essay example , a Capstone is not just a written assignment . It is a comprehensive project that requires students to apply their learning to a real-world problem or issue.

Purpose of a Capstone

The purpose of a capstone project is to apply the knowledge and skills acquired throughout a student’s academic journey. It serves as a culmination of their learning experience, allowing them to demonstrate their understanding and proficiency in their chosen field. Unlike a traditional research paper, a capstone project often involves a practical component , such as developing a solution to a real-world problem or creating a tangible product.

Capstone projects provide students with the opportunity to showcase their creativity, critical thinking, and problem-solving abilities. They encourage students to think outside the box and apply their theoretical knowledge to real-life situations. By working on a capstone project, students gain valuable hands-on experience and develop practical skills that can be directly applied in their future careers.

While the specific requirements and objectives of a capstone project may vary depending on the institution and program, the overall goal remains the same: to provide students with a comprehensive and meaningful learning experience.

What is a Dissertation?

Definition of a Dissertation

A dissertation is a lengthy research paper that students are required to complete as part of their academic journey. It is a culmination of their knowledge and demonstrates their ability to conduct independent research. Unlike a capstone, which focuses on practical application, a dissertation is more theoretical in nature. It requires students to delve deep into a specific topic and contribute new insights to the field. It is a rigorous and intensive process that requires dedication and perseverance.

Purpose of a Dissertation

The purpose of a dissertation is to demonstrate your mastery of a specific subject area and your ability to conduct independent research. It is a rigorous and in-depth investigation that contributes new knowledge to the field. Unlike a capstone, which focuses on applying knowledge and skills to solve a real-world problem, a dissertation is more theoretical and academic in nature. It requires extensive literature review, data analysis, and critical thinking. Research Tips : Stay organized , create a research plan, and consult with your advisor regularly.

Differences Between a Capstone and a Dissertation

Structure and format.

The structure and format of a capstone and a dissertation can vary significantly. While both require a well-organized and coherent presentation of research findings , a capstone is often more flexible in terms of its structure. It allows students to choose a format that best suits their project, whether it’s a research paper, a case study, a creative project, or even a multimedia presentation. On the other hand, a dissertation follows a more traditional and rigid structure, typically consisting of chapters such as introduction, literature review, methodology, results, and conclusion.

Research Approach

The research approach is a crucial aspect of both capstone projects and dissertations. It determines the methods and strategies used to gather and analyze data. While capstone projects often focus on practical applications and real-world problem-solving , dissertations tend to be more theoretical and research-oriented. Both approaches have their merits and can provide valuable insights into different areas of study. However, it’s important to consider the specific requirements and objectives of each project when choosing the research approach.

Timeframe and Scope

The timeframe and scope of a capstone and a dissertation can vary significantly. While a capstone project is typically completed within a shorter timeframe, usually a semester or two, a dissertation is a long-term research project that can take several years to complete. The scope of a capstone project is often narrower and focused on a specific topic or problem, whereas a dissertation requires a broader scope and in-depth research.

In conclusion, both capstones and dissertations are important academic projects that require dedication and research skills . While capstones are typically more practical and focused on solving real-world problems, dissertations are more theoretical and contribute to the existing body of knowledge. The structure, format, research approach, timeframe, and scope differ between the two. Ultimately, the choice between a capstone and a dissertation depends on the specific requirements of the academic program. Regardless of the chosen path, both capstones and dissertations provide students with valuable opportunities to showcase their expertise and make a meaningful contribution to their field of study.

Frequently Asked Questions

1. what is the main difference between a capstone and a dissertation.

A capstone is a culminating project that integrates and applies knowledge gained throughout a program, while a dissertation is a research project that contributes new knowledge to the field.

2. Are capstones and dissertations required for all academic programs?

No, the requirement for a capstone or a dissertation varies depending on the institution and the specific program of study.

3. How long does it typically take to complete a capstone?

The duration of a capstone project can vary, but it is usually completed within a single semester or academic year.

4. What is the typical length of a dissertation?

The length of a dissertation can vary significantly depending on the field of study, but it is generally much longer than a capstone project and can range from 100 to 500 pages or more.

5. Do capstones and dissertations require primary research?

The requirement for primary research in capstones and dissertations can vary. While some may require primary data collection and analysis, others may rely on secondary research and literature review.

6. Can a capstone project be based on a practical application or real-world problem?

Yes, capstone projects often involve solving real-world problems or implementing practical solutions in a specific field or industry.

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Understanding the Differences Between Dissertation, Thesis, and Capstone Projects

This article explains the key differences between dissertation, thesis, and capstone projects, and offers insights into how to approach each project to ensure academic success.

If you're pursuing an advanced degree, you may be required to complete a dissertation, thesis, or capstone project as part of your program. While these projects share some similarities, there are also important differences to understand.

A dissertation is typically required for a doctoral degree, while a thesis is required for a master's degree. Both involve extensive research, data collection and analysis, and a written report that contributes to the body of knowledge in the field of study. A capstone project, on the other hand, is typically a culminating project required for a variety of undergraduate and graduate degree programs. It may involve original research, but can also take the form of a creative project or a community service project.

Dissertation: A dissertation is a research project required to complete a doctoral degree program. It is a comprehensive study that contributes to the existing body of knowledge in the field of study. A dissertation typically involves original research, data collection and analysis, and a written report that is expected to make a significant contribution to the field of study.

Thesis: A thesis is a research project required to complete a master's degree program. It is usually a shorter and less complex study compared to a dissertation. A thesis may involve original research, but it can also be a literature review, a case study, or a critical analysis of existing research in the field of study.

Capstone: A capstone is a culminating project required to complete a degree program. It is typically undertaken in the final year of study and integrates the knowledge and skills gained throughout the program. A capstone can take various forms, such as a research project, a creative work, or a community service project. It is designed to demonstrate the student's ability to apply what they have learned to real-world problems.

To successfully complete a dissertation, thesis, or capstone project, it's important to have a clear understanding of the project's purpose and requirements. For example, a dissertation will require a more extensive literature review, data collection, and data analysis than a thesis or capstone project. A thesis may require more original research than a capstone project, but less than a dissertation.

In addition, it's important to work closely with your advisor or instructor throughout the project to ensure that you are meeting the requirements and expectations. You may also want to consider seeking out additional resources, such as writing support or statistical analysis services, to help you complete the project successfully.

By understanding the differences between dissertation, thesis, and capstone projects, and approaching each project with a clear plan and support, you can successfully complete your degree program and contribute to the body of knowledge in your field. In summary, a dissertation is a research project required to complete a doctoral degree program, a thesis is a research project required to complete a master's degree program, and a capstone is a culminating project required to complete a degree program.

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Dissertation 101: Tips for researching and writing a doctoral dissertation

By Elizabeth Exline

When Rose Lorenzo got close to finishing her  master’s degree  at University of Phoenix (UOPX), she came to a crossroads. She could walk away with her degree and focus on building her company,  Lorenzo Financial , or she could scratch the itch for more academic knowledge and pursue her doctorate.

Lorenzo chose the latter. (And  still  managed to build her company, lay the groundwork to  launch a new school  and eventually get accepted to law school.)

“Although I knew what I wanted to study, I wish I had known how to choose the right topic and how to narrow that topic down before I started,” Lorenzo recalls.

Lorenzo, of course, is talking about the  dissertation , that book-length document that’s both the capstone of the doctoral degree and the driving force behind a doctoral program’s years of study and academic research.

But settling on a topic is just one part of a process that can intimidate even the most determined scholar. What’s exactly involved in a dissertation? And what’s the point of one anyway? Here, we take a deeper dive into the dissertation experience.

What is a dissertation?

A dissertation is an academic document prepared by a doctoral student that contains  original research  about a topic. The student identifies the  topic, conducts the research, writes the dissertation and defends it in front of a committee led by a dissertation chair and other doctoral faculty who decide whether the research meets the doctoral level research standards. If it does, the student will successfully complete the doctoral program, have their dissertation published in ProQuest and earn a terminal degree , which means the highest education level that can be earned in a field.

The dissertation, in other words, is important. But why all the fuss in the first place? According to Rodney Luster, PhD, a dissertation can enhance society’s overall  knowledge and understanding about an issue and ignite a person’s area of interest and expertise, as well as enhance that expertise .

Luster is the chair for the Center for Leadership Studies and Organizational Research within the College of Doctoral Studies at University of Phoenix , and he points to his own dissertation by way of example. 

His research concerned what is currently known as vicarious trauma, a phenomenon he witnessed among his college students after the 9/11 attacks. His students hadn’t been anywhere near the attack, and yet he noticed they displayed classic signs of trauma. This piqued his interest.

“I was able to conduct what I understand was the first research study looking at  vicarious trauma  in the general population, and that has opened up a lot of doors,” Luster explains.

Now an expert on the concept, he has seen the phenomenon after subsequent events, such as Hurricane Katrina.

Lorenzo’s research was more tailored to her area of interest. She ultimately whittled down her topic from how leadership impacts entrepreneurial success or failure to how it impacts female entrepreneurs specifically.

Topics, in other words, offer the freedom for students to follow their curiosity and experience with the goal of potentially  solving a problem  or  adding to a field’s body of knowledge .

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Dissertation vs. thesis — what's the difference.

Some people may confuse a dissertation with a thesis, but they’re not the same thing. While similar in nature in that they are both the capstone of an academic program, the biggest difference is where a dissertation and a thesis fit in the educational journey. As explained, a doctoral student completes a dissertation, while a thesis is a research paper for a master’s-level student or sometimes within a bachelor’s program. 

There are other differences as well. One is the level of research involved. Often, a thesis is based on existing research. This means that an undergrad or graduate student will compile various research findings to defend a theory or idea in a thesis. A dissertation on the other hand requires doctoral students to conduct, present and defend their own research.

The two documents differ in length too. A thesis is often much shorter and can range from 40 to 60 pages for an undergraduate thesis and from 60 to upward of 100 pages for a master's thesis. A dissertation is 150 to 300 pages, or 80,000 to 100,000 words. As noted, whether it’s presented in front of a panel of faculty or academics as an oral defense is another key difference. This is often required for a dissertation, but oral defense of a thesis may depend on the program or institution.

How to write a dissertation

Figuring out a dissertation topic is a process as individualized as the students in a doctoral degree program. Luster usually encourages candidates to  begin with a title .

“That’s going to be your selling point for everything, and it has to be understandable. It must be concise. It must have a theoretical construct in it. The title will take you a lot of places and will help lead you into the writing process.”

To this Lorenzo adds a less lofty but equally valid cross-check: She learned to really drill down any topic with the question, “ Who cares? ” If there are people who are invested in learning more about the topic (if there are, in other words, people who care), it may warrant further research.

These preliminary exercises lay a solid foundation for the dissertation process, but the actual research and writing can still feel intimidating. Luster, for example, had written a book before starting his dissertation, and points out that a dissertation “is not like any other writing that you’ve done.”

So, where do you start? At UOPX, you start in your first class.

Understanding ACCESS

The dissertation process at UOPX was revamped and rolled out in September 2019, notes Shawn C. Todd-Boone, EdD, the associate dean for ACCESS, research and residency at the College of Doctoral Studies.

Luster says the process was reimagined based on extensive feedback and on a desire to make the process more effective and efficient.

One of the first ways the dissertation process changed was with the development of  ACCESS , an acronym for “ advancing community, critical thought, engagement, scholarship and success .”

This sequence is incorporated into the first three interdisciplinary courses of any doctoral program at UOPX with an eye toward introducing doctoral candidates to what Luster calls a “theoretical mindset.”

The ACCESS program attempts to nurture a culture of inquiry that helps retain doctoral candidates while inspiring them to innovate in their fields, Boone says.

ACCESS, in other words, sets the tone for the entire doctoral process, which is founded on innovation, research and critical thinking.

The five phases of the dissertation

Writing the dissertation occurs in what Luster describes as five phases over the course of different classes. These are:

• Phase 1: Develop a  prospectus , which is an outline of the research project.
• Phase 2: Draft the first chapter of the dissertation, which is known as the  précis .
• Phase 3: Undergo a  concept review  and develop the second chapter.
• Phase 4: Focus on the  proposal , write the third chapter and review chapters one through three.
• Phase 5: Obtain the approval of the  Institutional Review Board , which evaluates research according to the University’s ethical standards.

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The uopx difference.

The five phases of the dissertation writing process aren’t ubiquitous. Doctoral students work on a dissertation while going through the program at UOPX — which was very much intentional, according to Boone.

“We have five phases in the dissertation process and a deliverable at the end of each phase to encourage students to finish and to complete on time if they commit to the process,” Boone explains.

This is a notable improvement, according to Lorenzo. “It is more effective to start your research on day one than wait, because it's easier to identify the gap in research and eliminate wasted research time on topics that are not relevant to your study, and [it] helps contribute to the literature review of the study,” she says.

But this process isn’t the only benefit UOPX students enjoy. The doctoral program has several other distinctive features:

• Once upon a time, students interviewed potential research chairs to take on the oversight of their program. The result was stressful, with doctoral candidates often casting a wide net in the hope of securing a chair and then potentially ending up with someone who wasn’t quite the perfect fit. Today, UOPX takes the stress and potential mismatch out of the equation. “Students do not search for  dissertation committee members ,” Boone says. “We assign them.”
• Dissertations from UOPX tend to focus on  functional application  more so than just theory, Luster notes. This means topics have real-world applications, and communities and industries may benefit from the research. For example, one recent dissertation explored the integration of nurse graduates into hospital settings during COVID-19.
• Doctoral candidates have access to  diverse and extensive resources . In addition to comprehensive documentation about the dissertation process at UOPX, candidates can leverage one-on-one appointments with the University’s library staff, engage in workshops with research chairs and seek opportunities to work as research assistants.
• Rather than what Luster calls a sink-or-swim approach, UOPX has invested in a  mentor-driven approach . “I think that makes us largely different and successful with students, especially adult learners,” Luster says.

In the end, that sense of a safety net — both in terms of mentorship and the doctoral community itself — is one of the biggest reassurances doctoral candidates enjoy.

Lorenzo, for example, keeps in touch with a core group of colleagues she met through the program. “No one understands what you’re going through except for [your peers],” she notes.

Or, as Luster puts it: “You don’t have to worry, because you’ll acquire this information along the way, and you have a lot of good people to help you.”

How long is a doctoral dissertation?

Most are 100 to 300 pages and organized by chapters and/or sections and subsections. There are also often requirements for text size, page size and spacing that can depend on your doctoral program.

What are the parts of a dissertation?

A dissertation generally includes a Dissertation Acceptance Certificate, a title page, a copyright statement, an abstract (detailing the objective of the research, the methods and the outcome), a table of contents, the research itself and supplemental information (either as an appendix with charts and tables or as an uploaded file with digital information). Some dissertations include front and back matter, such as acknowledgments, a dedication, a glossary, a bibliography and related features.

Is a dissertation required for a doctorate?

Not always. While most doctoral and PhD degree programs require a dissertation, some don’t, and others require a capstone project.

What's the difference between a PhD and a doctorate?

Individuals who complete a PhD focus on producing new knowledge to contribute to a theory or body of research. Individuals who  complete a practitioner doctorate , on the other hand, focuses on how to apply knowledge to a field or particular issue.

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What Exactly Is A Dissertation (Or Thesis)?

If you’ve landed on this article, chances are you’ve got a dissertation or thesis project coming up (hopefully it’s not due next week!), and you’re now asking yourself the classic question, “what the #%#%^ is a dissertation?”…

In this post, I’ll break down the basics of exactly what a dissertation is, in plain language. No ivory tower academia.

So, let’s get to the pressing question – what is a dissertation?

A dissertation (or thesis) = a research project

Simply put, a dissertation (or thesis – depending on which country you’re studying in) is a research project . In other words, your task is to ask a research question (or set of questions) and then set about finding the answer(s). Simple enough, right?

Well, the catch is that you’ve got to undertake this research project in an academic fashion , and there’s a wealth of academic language that makes it all (look) rather confusing (thanks, academia). However, at its core, a dissertation is about undertaking research (investigating something). This is really important to understand, because the key skill that your university is trying to develop in you (and will be testing you on) is your ability to undertake research in a well-structured structured, critical and academically rigorous way.

This research-centric focus is significantly different from assignments or essays, where the main concern is whether you can understand and apply the prescribed module theory. I’ll explain some other key differences between dissertations or theses and assignments a bit later in this article, but for now, let’s dig a little deeper into what a dissertation is.

A dissertation (or thesis) is a process.

Okay, so now that you understand that a dissertation is a research project (which is testing your ability to undertake quality research), let’s go a little deeper into what that means in practical terms.

The best way to understand a dissertation is to view it as a process – more specifically a research process (it is a research project, after all). This process involves four essential steps, which I’ll discuss below.

Step 1 – You identify a worthy research question

The very first step of the research process is to find a meaningful research question, or a set of questions. In other words, you need to find a suitable topic for investigation. Since a dissertation is all about research, identifying the key question(s) is the critical first step. Here’s an example of a well-defined research question:

“Which factors cultivate or erode customer trust in UK-based life insurance brokers?”

This clearly defined question sets the direction of the research . From the question alone, you can understand exactly what the outcome of the research might look like – i.e. a set of findings about which factors help brokers develop customer trust, and which factors negatively impact trust.

But how on earth do I find a suitable research question, you ask? Don’t worry about this right now – when you’re ready, you can read our article about finding a dissertation topic . However, right now, the important thing to understand is that the first step in the dissertation process is identifying the key research question(s). Without a clear question, you cannot move forward.

Step 2 – You review the existing research

Once the research question is clearly established, the next step is to review the existing research/literature (both academic and professional/industry) to understand what has already been said with regard to the question. In academic speak, this is called a literature review .

This step is critically important as, in all likelihood, someone else has asked a similar question to yours, and therefore you can build on the work of others . Good academic research is not about reinventing the wheel or starting from scratch – it’s about familiarising yourself with the current state of knowledge, and then using that as your basis for further research.

Simply put, the first step to answering your research question is to look at what other researchers have to say about it. Sometimes this will lead you to change your research question or direction slightly (for example, if the existing research already provides a comprehensive answer). Don’t stress – this is completely acceptable and a normal part of the research process.

Step 3 – You carry out your own research

Once you’ve got a decent understanding of the existing state of knowledge, you will carry out your own research by collecting and analysing the relevant data. This could take to form of primary research (collecting your own fresh data), secondary research (synthesising existing data) or both, depending on the nature of your degree, research question(s) and even your university’s specific requirements.

Exactly what data you collect and how you go about analysing it depends largely on the research question(s) you are asking, but very often you will take either a qualitative approach (e.g. interviews or focus groups) or a quantitative approach (e.g. online surveys). In other words, your research approach can be words-based, numbers-based, or both . Don’t let the terminology scare you and don’t worry about these technical details for now – we’ll explain research methodology in later posts .

Step 4 – You develop answers to your research question(s)

Combining your understanding of the existing research (Step 2) with the findings from your own original research (Step 3), you then (attempt to) answer your original research question (s). The process of asking, investigating and then answering has gone full circle.

Of course, your research won’t always provide rock-solid answers to your original questions, and indeed you might find that your findings spur new questions altogether. Don’t worry – this is completely acceptable and is a natural part of the research process.

So, to recap, a dissertation is best understood as a research process, where you are:

• Ask a meaningful research question(s)
• Carry out the research (both existing research and your own)
• Analyse the results to develop an answer to your original research question(s).

Depending on your specific degree and the way your university designs its coursework, you might be asking yourself “but isn’t this just a longer version of a normal assignment?”. Well, it’s quite possible that your previous assignments required a similar research process, but there are some key differences you need to be aware of, which I’ll explain next.

Same same, but different…

While there are, naturally, similarities between dissertations/theses and assignments, its important to understand the differences  so that you approach your dissertation with the right mindset and focus your energy on the right things. Here, I’ll discuss four ways in which writing a dissertation differs substantially from assignments and essays, and why this matters.

Difference #1 – You must decide (and live with) the direction.

Unlike assignments or essays, where the general topic is determined for you, for your dissertation, you will (typically) be the one who decides on your research questions and overall direction. This means that you will need to:

• Find a suitable research question (or set of questions)
• Justify why its worth investigating (in the form of a research proposal )
• Find all the relevant existing research and familiarise yourself with the theory

This is very different from assignments, where the theory is given to you on a platter, and the direction is largely pre-defined. Therefore, before you start the dissertation process, you need to understand the basics of academic research, how to find a suitable research topic and how to source the relevant literature.

Difference #2 – It’s a long project, and you’re on your own.

A dissertation is a long journey, at least compared to assignments. Typically, you will spend 3 – 6 months writing around 15,000 – 25,000 words (for Masters-level, much more for PhD) on just one subject. Therefore, successfully completing your dissertation requires a substantial amount of stamina .

To make it even more challenging, your classmates will not be researching the same thing as you are, so you have limited support, other than your supervisor (who may be very busy). This can make it quite a lonely journey . Therefore, you need a lot of self-discipline and self-direction in order to see it through to the end. You should also try to build a support network of people who can help you through the process (perhaps alumni, faculty or a private coach ).

Difference #3 – They’re testing research skills.

We touched on this earlier. Unlike assignments or essays, where the markers are assessing your ability to understand and apply the theories, models and frameworks that they provide you with, your dissertation will be is assessing your ability to undertake high-quality research in an academically rigorous manner.

Of course, your ability to understand the relevant theory (i.e. within your literature review) is still very important, but this is only one piece of the research skills puzzle. You need to demonstrate the full spectrum of research skills.

It’s important to note that your research does not need to be ground-breaking, revolutionary or world-changing – that is not what the markers are assessing. They are assessing whether you can apply well-established research principles and skills to a worthwhile topic of enquiry. Don’t feel like you need to solve the world’s major problems. It’s simply not going to happen (you’re a first-time researcher, after all) – and doesn’t need to happen in order to earn good marks.

Difference #4 – Your focus needs to be narrow and deep.

In your assignments, you were likely encouraged to take a broad, interconnected, high-level view of the theory and connect as many different ideas and concepts as possible. In your dissertation, however, you typically need to narrow your focus and go deep into one particular topic. Think about the research question we looked at earlier:

The focus is intentionally very narrow – specifically the focus is on:

• The UK only – no other countries are being considered.
• Life insurance brokers only – not financial services, not vehicle insurance, not medical insurance, etc.
• Customer trust only – not reputation, not customer loyalty, not employee trust, supplier trust, etc.

By keeping the focus narrow, you enable yourself to deeply probe whichever topic you choose – and this depth is essential for earning good marks. Importantly, ringfencing your focus doesn’t mean ignoring the connections to other topics – you should still acknowledge all the linkages, but don’t get distracted – stay focused on the research question(s).

So, as you can see, a dissertation is more than just an extended assignment or essay. It’s a unique research project that you (and only you) must lead from start to finish. The good news is that, if done right, completing your dissertation will equip you with strong research skills, which you will most certainly use in the future, regardless of whether you follow an academic or professional path.

Wrapping up

Hopefully in this post, I’ve answered your key question, “what is a dissertation?”, at least at a big picture-level. To recap on the key points:

• A dissertation is simply a structured research project .
• It’s useful to view a dissertation as a process involving asking a question, undertaking research and then answering that question.
• First and foremost, your marker(s) will be assessing your research skills , so its essential that you focus on producing a rigorous, academically sound piece of work (as opposed to changing the world or making a scientific breakthrough).
• While there are similarities, a dissertation is different from assignments and essays in multiple ways. It’s important to understand these differences if you want to produce a quality dissertation.

In this post, I’ve gently touched on some of the intricacies of the dissertation, including research questions, data types and research methodologies. Be sure to check out the Grad Coach Blog  for more detailed discussion of these areas.

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32 Comments

Hello Derek

Yes, I struggle with literature review and am highly frustrated (with myself).

Thank you for the guide that you have sent, especially the apps. I am working through the guide and busy with the implementation of it.

Hope to hear from you again!

Regards Micheal

Great to hear that, Michael. All the best with your research!

Thank you. That was quite something to move forward with. Despite the fact that I was lost. I will now be able to do something with the information given.

That’s great, Pheladi. Good luck!

Thank you so much for your videos and writing research proposal and dissertation. These videos are useful. I was struggling, but now I am starting to write. I hope to watch your more videos to learn more about the dissertation.

Before this post, I didn’t know where to start my research, today I have some light and do certain % of my research. I may need for direction on literature review. Big thanks to you.

Very very good Derek

Thanks immensely Derek

You’re welcome 🙂 Good luck with your dissertation/thesis.

Thank you Derek for widening my scope on research, this can be likened to a blind man whose eyes can now see.

Remain bless sir🙏

You guys are doing really great… I am extremely grateful for your help… Keep going.. Please activate that research help for indian students as well I couldn’t access it being an indian.

Hello Derek,

I got stuck in the concept paper because I changed my topic. Now I don’t know where to pick up the pieces again. How can I focus and stay on track. I am getting scared.

Thank you so much Derek, I am a new comer, learning for the first time how to write a good research. These in information’s to me is a mind opener, I hope to learn more from you in the future, Thanks and God bless.

Thanks Guys this means so much to me

A pretty good and insightful piece for beginners like me. Looking forward to more helpful hints and guide. Thanks to Derek.

This is so helpful…really appreciate your work.

Great to hear that

On cybersecurity Analytics research to banking transactions

This was of great help to me and quite informative .

Thank you so much GradCoach,

This is like a light at the end of the tunnel. You are a lifesaver. Thank you once again.

hello, I’m so grateful for such great information. It appears basic, but it is so relevant in understanding the research process.

Your website is very helpful for writing thesis. A big well done to the team. Do you have a website for paper writing and academic publishing or how to publish my thesis, how to land a fully funded PhD, etc. Just the general upward trajectory in the academia. Thank you

I have learned a lot from the lectures, it was beneficial and helped me a lot in my research journey. Thank you very much

Thank you for your gifts of enlightenment to a person like me who’s always a student. May your ‘well’not dry out.

It’s quite a fun and superb, now I have come to believe that the way one teach can have an impact in understanding and can change one’s assumption and position about a subject or a problem, before I came here and learn I consider research methodology a hard thing because, I wasn’t taught by a mentor like this one. Thanks so much who ever have make this effort to make this something easy and engaging

I can’t imagine that world has achieved major aspects of every field of study

Thank you very much for all the valuable, wonderful and comprehensive amount of information… I highly appreciate your support, 100% I recommend you

This topic is intended for my MPhil. Work (The perception of parents on Technical and Vocational Education, the impact on educational policy). May you consider the suitability of the topic for me and refine if the need be. Thank you,

Hello here…

i have gone through the notes and it is interesting. All i need now is a pdf file that contain a whole dissertation writing inclusive of chapter 1 to 5 on motivation as a topic… thanks

Remarkable!!! You made it sound so simple

I got stuck in my writing because I need to change my topic. I am getting scared as I have a semester left 🙁

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Division of graduate studies menu, division of graduate studies, thesis vs. project.

Graduate Student Resource Guide

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Introduction

Submitting your thesis/dissertation for publication, need help frustrated do you have writer's block, guidelines and forms, resources to help you with your thesis, dissertation or capstone project.

• Surviving & Thriving in Graduate School

All graduate programs at Lewis University are required to include a culminating capstone experience in the curriculum.  The most appropriate capstone experience for each program is determined by the faculty of that program. Doctoral capstone experiences generally include a dissertation requirement or a scholarly integrative project.  A Master’s Program Capstone is defined by the University as:

A capstone is a culminating experience of rigorous academic achievement: (a) integrating knowledge from one’s discipline(s); (b) applying specific knowledge; (c) demonstrating knowledge and expertise to the appropriate disciplinary community; and (d) illustrating readiness for transition into more advanced professional or academic pursuits. Capstones consist of program directed experiences, which may include a comprehensive examination, group or individual project, thesis, research/scholarly paper, internship/practicum, or other appropriate culminating academic experiences representative of one’s discipline(s).

This page provides the graduate student with important institutional information to prepare for successful completion of a graduate capstone project, a thesis, or a dissertation, as required by the program. The Doctoral Dissertation Guidelines and the Master’s Thesis Guidelines provide essential information in understanding the prerequisites and minimum standards required by Lewis University.

The Graduate P rogram Director and the student’s advisor are the best source of information relevant to individual program requirements for successfully completing a culminating capstone experience within that program. 

Additionally, please check out the other sections on this page for assistance on writing, publishing and seeking copyright protection for your work.

Publishing Your Thes is

The student is not required to publish his/her thesis; however, the student is highly encouraged to submit article(s) from their thesis for publication in a professional journal of the discipline. If the student wishes to publish the thesis as an entity, the thesis must be reviewed and approved for style and formatting by the Office of Graduate Studies.                                                     

Publishing Your Dissertation

Why Should You Use ProQuest?

Graduate students all over the world submit dissertations and theses to ProQuest and access the world’s trusted repository for graduate research ProQuest Dissertations & Theses Global. In addition, researchers can cross-search this content with curated collections of scholarly journals, ebooks, news content, reports, working papers and more — across disciplines. ProQuest delivers resources that support academic and professional success.

At any point you have questions or need any help with your research, please feel free to contact us and we will be glad to assist you.  please check out our resources on-line (workshops, writing assistance, study room, etc.) or schedule an appointment with a librarian..

• Lewis University Writing Center
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• Master Thesis Committee Approval Form - FORM A
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Guide to the ALM Capstone Project

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What is a Capstone?

Capstones are final courses that draw upon your entire ALM scholarly training to produce a faculty- or student-directed academic research project worthy of a Harvard degree.

Student-directed capstones require you to come up with a topic and make a case to your research advisor as to why the topic is worthy of investigation. The project represents your academic passion and professional interest. Once the topic is approved, you craft a capstone proposal--a research plan--where you outline the topic, share the background reading you've done to understand the topic, and state the research design and methods.

Faculty-directed capstones are semester-long academic seminars lead by an instructor, who brings together all the key learning outcomes of the field of study in a structured syllabus. The instructor may present a list of topics from which you can choose or you may work on the same project as other students. You could work in a team or on your own.

Prework. Most capstones require you to participate in either a noncredit capstone proposal tutorial or a 4-credit, graded precapstone course the semester right before capstone registration (no earlier). The guided prework in either the tutorial or course sets the foundation for academically strong capstones.

The following ALM fields require student-directed capstones:

• Digital Media Design
• Global Development Practice
• Journalism  *
• Museum Studies
• Sustainability

* All fields require the Capstone Proposal Tutorial, except Journalism.

The following ALM fields require faculty-directed capstones:

• Anthropology
• Biotechnology  
• Creative Writing and Literature
• Data Science
• Government  
• International Relations
• Math for Teaching  
• Information Management Systems  
• Software Engineering  

How do I choose between a thesis and a capstone?

Some programs have the option to pursue either the thesis or capstone track., a thesis is the more appropriate choice if:.

• You want to earn a PhD or other advanced degree later on
• You want the experience of writing for a publication
• You want to work individually with a Research Advisor and Thesis Director
• You are more self-directed, are good at managing projects with little supervision, and have a clear direction for your work
• You have a project that requires more time (9-12 months) to pursue than can be done in a single class

The Capstone route is the more appropriate choice if:

• You want to focus on a smaller-scale project that highlights your technical skills to a current or future employer
• You want to work with a client or supervisor on a real-world project that can address a pressing business need
• You want more input on your project from fellow students and other instructors;  you prefer to work in a community instead of alone
• You want more structure to your project, including more internal milestones and due dates

For more information about the ALM Thesis option in the various programs that offer it, please see the Thesis Process  page on the Extension School Website. 

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Capstone and thesis overview.

Capstone and thesis are similar in that they both represent a culminating, scholarly effort of high quality. Both should clearly state a problem or issue to be addressed. Both will allow students to complete a larger project and produce a product or publication that can be highlighted on their resumes. Students should consider the factors below when deciding whether a capstone or thesis may be more appropriate to pursue.

A capstone is a practical or real-world project that can emphasize preparation for professional practice. A capstone is more appropriate if:

• you don't necessarily need or want the experience of the research process or writing a big publication
• you want more input on your project, from fellow students and instructors
• you want more structure to your project, including assignment deadlines and due dates
• you want to complete the project or graduate in a timely manner

A student can enroll in MSDS 498 Capstone in any term. However, capstone specialization courses can provide a unique student experience and may be offered only twice a year. 

A thesis is an academic-focused research project with broader applicability. A thesis is more appropriate if:

• you want to get a PhD or other advanced degree and want the experience of the research process and writing for publication
• you want to work individually with a specific faculty member who serves as your thesis adviser
• you are more self-directed, are good at managing your own projects with very little supervision, and have a clear direction for your work
• you have a project that requires more time to pursue

Students can enroll in MSDS 590 Thesis as long as there is an approved thesis project proposal, identified thesis adviser, and all other required documentation at least two weeks before the start of any term.

From Faculty Director, Thomas W. Miller, PhD

Capstone projects and thesis research give students a chance to study topics of special interest to them. Students can highlight analytical skills developed in the program. Work on capstone and thesis research projects often leads to publications that students can highlight on their resumes.”

A thesis is an individual research project that usually takes two to four terms to complete. Capstone course sections, on the other hand, represent a one-term commitment.

Students need to evaluate their options prior to choosing a capstone course section because capstones vary widely from one instructor to the next. There are both general and specialization-focused capstone sections. Some capstone sections offer in individual research projects, others offer team research projects, and a few give students a choice of individual or team projects.

Students should refer to the SPS Graduate Student Handbook for more information regarding registration for either MSDS 590 Thesis or MSDS 498 Capstone.

Capstone Experience

If students wish to engage with an outside organization to work on a project for capstone, they can refer to this checklist and lessons learned for some helpful tips.

Capstone Checklist

• Start early — set aside a minimum of one to two months prior to the capstone quarter to determine the industry and modeling interests.
• Networking — pitch your idea to potential organizations for projects and focus on the business benefits you can provide.
• Permission request — make sure your final project can be shared with others in the course and the information can be made public.
• Engagement — engage with the capstone professor prior to and immediately after getting the dataset to ensure appropriate scope for the 10 weeks.
• Teambuilding — recruit team members who have similar interests for the type of project during the first week of the course.

Capstone Lesson Learned

• Access to company data can take longer than expected; not having this access before or at the start of the term can severely delay the progress
• Project timeline should align with coursework timeline as closely as possible
• One point of contact (POC) for business facing to ensure streamlined messages and more effective time management with the organization
• Expectation management on both sides: (business) this is pro-bono (students) this does not guarantee internship or job opportunities
• Data security/masking not executed in time can risk the opportunity completely

Publication of Work

Northwestern University Libraries offers an option for students to publish their master’s thesis or capstone in Arch, Northwestern’s open access research and data repository.

Benefits for publishing your thesis:

• Your work will be indexed by search engines and discoverable by researchers around the world, extending your work’s impact beyond Northwestern
• Your work will be assigned a Digital Object Identifier (DOI) to ensure perpetual online access and to facilitate scholarly citation
• Your work will help accelerate discovery and increase knowledge in your subject domain by adding to the global corpus of public scholarly information

Get started:

• Visit Arch online
• Log in with your NetID
• Describe your thesis: title, author, date, keywords, rights, license, subject, etc.
• Upload your thesis or capstone PDF and any related supplemental files (data, code, images, presentations, documentation, etc.)
• Select a visibility: Public, Northwestern-only, Embargo (i.e. delayed release)
• Save your work to the repository

Your thesis manuscript or capstone report will then be published on the MSDS page. You can view other published work here .

For questions or support in publishing your thesis or capstone, please contact [email protected] .

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What is a Capstone Project in College?

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

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

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

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

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

What is Involved in a Capstone Project?

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

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

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

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

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

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

Find Your Program

Types of capstones.

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

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

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

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

Are Capstone Projects Difficult?

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

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

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

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

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

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

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

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

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

Capstone Projects are About Your Success

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

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

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

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

A degree can change your life. Choose your program  from 200+ SNHU degrees that can take you where you want to go.

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

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Home » Education » What is the Difference Between Capstone and Thesis

What is the Difference Between Capstone and Thesis

The main difference between capstone and thesis is that capstone involves using existing knowledge to solve a problem in a particular field of study, whereas thesis is more scholarly in nature and contribute new knowledge to a particular field of study

Both capstone and thesis serve as the final projects of an academic course. They require a long-term commitment as students will have to spend a lot of time on their research. When done successfully, they can serve as the basis of a student’s professional portfolio.

Key Areas Covered

1.  What is a Capstone       – Definition, Features 2.  What is a Thesis     – Definition, Features 3.  Difference Between Capstone and Thesis      – Comparison of Key Differences

What is a Capstone

A capstone is a multilayered project that serves as a culminating academic experience for students, typically at the end of an academic program. Moreover, a capstone project may take many forms. In such projects, students select a topic or social problem that interests them, conduct research on that subject, record the results or findings, create a final product, showcasing their conclusions, as well as their learning acquisition. The final product can take many forms, such as papers, multimedia presentations, and short films. Students may also have to do an oral presentation on the project in front of a panel of teachers and experts who will evaluate the quality of the project.

Capstone projects encourage students to think critically and face challenges. They can also develop skills such as research skills, media literacy, teamwork, planning, goal setting, oral communication, public speaking, and self-sufficiency. These skills will help students in their careers as well as adult life. Furthermore, these projects tend to be interdisciplinary, i.e., students have to use various skills and research issues across many different domains of knowledge.

What is a Thesis

A thesis or dissertation is a long research paper that typically serves as the final project for a university degree. Submitting a thesis is generally required for completing undergraduate honours, masters , and doctoral degrees . The theses are very long and may contain hundreds of pages. They are also scholarly in nature and allows students to contribute valuable research in their field of study.

Moreover, a major part of a thesis work involves research and writing. It generally has advanced research design and analysis. When writing a thesis, the students will have to prove or disapprove a hypothesis , and their conclusions have to be backed by extensive research and an insightful, learned description of how they got to that conclusion. In some degree programs, students also have to perform an oral defence of the thesis paper in front of a panel of experts.

Parts of a Thesis

These are the components you will usually find in a thesis paper.

• Title Page                       
• Abstract           
• Table of Contents           
• List of Figures
• List of Tables           
• Introduction           
• Methods           
• Discussion             
• Conclusions
• Recommendations           
• Acknowledgements
• References             

Difference Between Capstone and Thesis

A capstone is a multilayered project that serves as a culminating academic experience for students, typically at the end of an academic program, whereas a thesis is a long research paper that typically serves as the final project for a university degree.

A thesis is more scholarly in nature than a capstone project.

Level of Education

Capstone projects can be done by high school students, college students, etc., whereas theses are required in higher levels of academia, usually in undergraduate honours degrees, masters, or doctorate levels.

Final Product

In a capstone project, the final product can take many forms, for example, paper, multimedia presentation, short film, etc. However, in a thesis, the final product is always a paper.

A capstone is a multilayered project that serves as a culminating academic experience for students, typically at the end of an academic program, whereas a thesis is a long research paper that typically serves as the final project for a university degree. Moreover, a thesis is more scholarly in nature than a capstone project. Therefore, this is is the main difference between capstone and thesis.

1. Stute, Martin. “ How to Write Your Thesis .” How to Write a Thesis. 2. “ Capstone Project Definition .” The Glossary of Education Reform, 23 Mar. 2016.

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1. “910524” (CC0) via Pxhere 2. “thesis” By Vectors Point, PK (CC0) via TheNounProject

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Hasanthi is a seasoned content writer and editor with over 8 years of experience. Armed with a BA degree in English and a knack for digital marketing, she explores her passions for literature, history, culture, and food through her engaging and informative writing.

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Mereditch Deloia (with Diplomacy lab) | The Morven Sustainability Lab: Integrating Actions for Land, Architecture, and Education

Spencer Dietz | Counter-mapping the Ancestral Homeland of the Monacan Nation: Disrupting Colonial Geographies in Central Virginia through Cartography

Brooke Crouch | Effective Engagement of Youth in the Climate Movement: Fostering Action Competence, Meaning & Porblem Based Coping Strategies, & Constructive Hope

Eleanor Dilworth | Toward an Ecopoetics of the South: History, Futurity, and Responsibility

Kelly Drash | Combating Urban Sprawl by Building Within: An Argument for Accessory Dwelling Units

Bryce Forys | A Flawed Forecast: A Critique of NEMS Modeling of Natural Gas and Analysis of the Industry Going Forward

Grace George | The Morven Sustainability Lab: Integrating Actions for Land, Architecture, and Education

Elizabeth Harrington | Fresh Fruit for Free: Urban Food Forestry in Booker T. Washington Park for Food Security and Community Benefits

Emma Harrison (with Diplomacy Lab) | The Morven Sustainability Lab: Integrating Actions for Land, Architecture, and Education

Lukas Houpt (with Megan Sprottle) | Climate Crossroads

Hunter Hess | Democracy's Dicisive Position in Environmental Political Theory: A Comparative Analysis of Denmark, China, and the USA

Evan Janson | A Sustainable Future: Tapering Inefficient Fossil Fuel Subsidies in the United States

Eleanor Jones | The Environmental Price of Fast Fashion: Solutions for Sustainable Development in the Worlds of Business and Fashion

Paul Kay | Understanding the Discursive Construction and Material Impact of Ecoterrorism: A Comparative Analysis of Earth Liberation Front and Extinction Rebellion

Jieon Jenny Kim | Rewriting the Hospital Food Script: An Analysis of Our Current Hospital Food System and Potential Solutions

Catherine Leigh (with Diplomacy Lab) | The Morven Sustainability Lab: Integrating Actions for Land, Architecture, and Education

Zachary Marhanka (with Patricia Matyas) | An Equitable Sun? National Lessons to Inform Local Impact sof Low-Income Solar

Dulaney Marsh | Managed Retreat on Tangier Island

Hayley Marshall | Scallops, Science & Sustainability: Integrating Knowledge from Different Stakeholders in a Virginia Bay Scallop Fishery

Patricia Matyas (with Zachary Marhanka) | An Equitable Sun? National Lessons to Inform Local Impacts of Low-Income Solar

Dylan May | The Importance of Context: Critical Success Factors for Electrification Projects in Developing Countries

Amber Peake | Integrating Sustainable Initiatives in the Fire Department: A Holistic Review of the Implementation of Class A Foams

Sophie Peng | Evaluation of the Effectiveness of Sustainability Education in UVA;s Architecture Curriculum

Alex Prince | Off Grounds Composting: Envisioning a Service to Reduce Food Waste at The University of Virginia

Ester Rekhelman | Payments for Environmental Services: A Comparative Case Study Analysis for Application on Ethiopia;s Coffee Smallholder Farms

Charlotte Roberts (with Diplomacy Lab) | The Morven Sustainability Lab: Integrating Actions for Land, Architecture, and Education

Megan Sprotte (with Lucas Houpt) | Climate Crossroads

Elizabeth Suffa (with Diplomacy Lab) | The Morven Sustainability Lab: Integrating Actions for Land, Architecture, and Education

Trevor Storm | Equity Combating Urban Heat Island Effect in Hunting Park, Philadelphia Through GRI, HVIs, and Increasing Urban Tree Canopy Coverage

Mary Katherine Terrell | Selling the Coal Story: An Analysis of Coal Heritage Tourism in Southern Appalachia

Smritee Thapa | The Humans vs. Nature Dichtomy of the West

Schyler Vander Schaaf | Queering Urban Parks: Reconceptualizing the Natural towards a Queer Urban Sustainability

Berkeley Wilkins | Meeting Point: Disability & Environmental Justice

Megan Williams | Sustainable Agriculture at the Intersection of the Fight against Climate Change and for Food Security

Katie Yared | The Push to End Factory Farming

Emma Zawierucha | The Harm of Private Vehicles in Natural Spaces and Viable Transportation Alternatives

Class of 2021

Adelyn Klimek | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Alana McBane | Defining Gentrification as an Environmental Injustice: Understanding Systematic Inequality in Washington D.C.

Alexandra Spencer | Can Volleyball Teams Also Be Sustainable Teams? Leadership Qualities Creating a Sustainable Environment 

Alicia Zheng | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Amelia Lindsey | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Anna Beatrice | Analysis of Massachusetts and Virginia’s Offshore Wind Energy Development: Vineyard Wind 1 and Coastal Virginia Offshore Wind

Caroline Pittard | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Davion Zeno | A Lack of Legislation: Understanding Food Insecurity and Toxic Waste Sites in Houston, Texas

Elizabeth Williams | Coffee and Conservation: Intersections of Agriculture and Biodiversity in Costa Rica and Indonesia

Ellie Bowen | How To Relay the Narrative of Sustainability as a Corporate Brand

Emma Cantwell | Greening Our Mindsets: Why the Dark Green Religion Wicca is Key to Saving Our Environmental Future

Grace Gallagher | A Daughter of Earth and a Mighty River of Justice

Grace Sailer | Land Loss in Māori Literature: How Māori poets express land loss from colonization and human-induced environmental degradation through ecocritical literature

Gracie Tilman | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Harry Monroe | The Sustainable Master Plan: Review and Recommendations of The UVA Athletics Master Plan

Jasmine Noel | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Kendall Hanks | A Fear-Inducing, Invisible Pollutant: A Case Study of GenX in Wilmington, North Carolina

Lea Taylor | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Liv Gwilliam | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Macie O'Connor | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Madison Parse | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

May Robison | Analysis and Application of Social Return on Investment: Forecasted Return on Investment for Appalachian Botanical Company

Michael Nicklas | North Carolina Swine CAFOs: Problems, Solutions, and Envisioning Multispecies Justice

Molly Cullen | Uniquely Vulnerable: Assessing the Social and Ecological Vulnerability of Delmarva Coastal Farmland to Saltwater Intrusion

Morgan Dakota DeLong-Maxey | Identification of Climate Migrants: Complexity, Responsibility, And Bias

Sabrina Sampson | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Sarah Benda | The Virginia Energy Policy Simulator: Improvements and Application to Public Policy

Satori Greene | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Scott Danforth | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Shelby Curry | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Skylar Wampler | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Somes Huwiler | Cleaner and Greener: A Case Study of Sustainability in Denmark

Sydney Mathis | Black Farmers Matter

Tara Boyd | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Yewon Choi | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Yuki Zheng | Strategies for Sustainable Development and Affordable Housing In Kingston, Jamaica

Class of 2020

Allie Tattersall | Glacier Retreat and Water Insecurity: Building Resilient Mountain Communities

Amber Arnold | The Avenues to Renewable Energy in Charlottesville: A Proposal for Local Initiative in the Face of Global Climate Disaster

Amelia Wilt | Justice for Stolen Lands: A Case Study of the Mapuche People and Their Land in Patagonia

Annie Manville | Reaching Inner Worlds through Outdoor Space: How Universities Can Inculcate Sustainable Values with Landscape Architecture

Anthony Malabad | Analysis and Recommendations for Phosphorus Management in P-Limited & P-Abundant Watersheds

Ariana Piacquadio | Straddling the Species Divide: Intersectionality in Animal Rights Advocacy 

Ava Reynolds | Toxic Beauty: Examining Environmental Inequity Through an Artistic Lens

Brian Hnat | A Comparative Analysis of RTOs’ Integration of Wind Energy + Transmission: ERCOT and MISO

Cas Crim | The Future of Bioplastics: How Small Restaurants Can Teach The World

Cece Hopkinson | Living Shorelines and the Efficacy of Oyster Reefs in Mitigating Wave Action and Erosive Processes

Daniel Brooks | The Toxic Sublime in Italian Cinema

Eliza Fisher | From Coalfields to Prisonfields: Envisioning coalition-building between environmental and criminal justice movements in Appalachia

Elizabeth Stais | In the Fast Lane: Strategies to Decarbonizing Personal Transport- San Francisco and California State Focus

Ginny Brooks | Reimagining the Galapagos Islands Through a Socio-Ecological Lens: A Historical Analysis and Modern Contextualization of the “Pristine Nature” Myth

Grace Cogguillo | Controlling Consumer Deception in Green Advertising: An Intersection of Sustainability, Marketing, and Policy

Hannah Bates | The Value of Green Building Technologies in Hotels: A Case Study on Denmark’s Green Solution House

Jackson Brandberg | Silvopasture as a Response and Mitigation Technique for Climate Change in the Caatinga Biome

Jake DiMeglio | Capturing Social Value: A Forecast Analysis of Cashew Nut Processing in Ratanakiri, Cambodia

Jamie Wertz | Fossil Fuel Divestment in U.S. Higher Education: Advocacy at the University of Virginia

Jenna Wilkey | Suicide Bombing, Civilian Oppression...and a Green New Deal? New Environmental Focus from Islamic Militant Groups in Afghanistan 

Jessica Anderson | Scaling Back: Evaluating the Suitability of Anthroposophy as a Means to Reorganize Environmental Relationships Through a Lens of Justice

Katherine McPherson | Making it Personal: The Ways in Which We Communicate Sustainability, and How to Target the Individual Using Language

Katie Mulder | A History of Shenandoah National Park: The Failure of the National Park Service to Properly Acknowledge Displaced Peoples

Lauren Hotung | Coral Bleaching and Death: Causes, Consequences, and Strategies for Resilience

Leah Silverman | Participating in Charlottesville's Local Food System

Maitlyn Murphy | How the Obesity and Environmental Crises in America Are Related and Perpetuated by the Food Industry’s Influence over the U.S. Government

McKenna Savoca | The Impact of Land Tenure in the Northern Highlands of Vietnam and Opportunities for Agroforestry Development

Meriwether Bryant | Sustainable Community-Based Ecotourism: Skill Development, Socio-Cultural, Environmental, and Economic Dynamics in Costa Rica and Kenya

Natalia Zhiltsova | Reforming the Introductory Microeconomics Curriculum: The Importance of Sustainability and Equity

Nick Gomer | An Investigation of a Tax on Second Homes and Its Ability to Foster Affordable Housing

Samuel Mogen | Health and Socio-Economic Costs of Air Pollution Derived from Fossil Fuels: A Case Study at UVA

Sarah Bryan | Justice for Stolen Lands: A Case Study of the Mapuche People and Their Land in Patagonia

Sofya Olenicheva | Neighborliness: How Informal Networks of Social Support Inform Coastal Resilience

Tyler Lohmeyer | Rethinking Justice and Equity Considerations in Virginia’s Transition to Carbon-Free Electricity

Virginia Harris | The Forecasted Social Impact of the Maasai Health & Academic Resource Center in Laikipia, Kenya

Class of 2019

Abby Peizer | Green Buildings and Financial Performance in the U.S. Real Estate Sector

Ana Rabogliatti | The Psychology of Business Sustainability: Why the Corporate World is Unequipped for Sustainable Change

Anna Wright | Unsustainable Cattle Agriculture and the Little River: A Water Quality, Stakeholder, and Policy Analysis

Ava Scott | Environmental Degradation or Energy Poverty in the Andean Amazon Basin: What’s at stake?

Benjamin Whisnant | How “Green” is Your Fridge: Are the Advancements in Refrigerator Technology Creating More Sustainable Kitchens?

Candace Craig | Creating Coastal Resilience through Community Engagement: A Plan for Lake Taylor (group project)*

Caroline Alberti | Return to Tradition: An Examination of Native American Food Sovereignty Movements and a Case Study of the Sisseton Wahpeton Oyate

Emily Saul | Waste Diversion and the Politics of Consumption: The Delicate Balance of Diversion Programs

Emma Blake Tillitski | The Aesthetics of Waste: Aesthetic Values and Public Perceptions of Waste to Energy Facilities in America and Denmark

Hannah Kirk Nass | Redemption in Conflict: The Environmental Origins and Effects of the Occupation of Palestine 

Hannah Noah | Do CSR Communication Strategies Matter? A Case Study of how Reporting CSR Initiatives Impacts the Reputations of Pharmaceutical Companies

India Brahm | Sacrifice Populations: Extractivism and Conservation in Correa’s Ecuador

Isabel Getz | Sustainable Agriculture in an Era of Increasing Food Safety Standards: A Case Study of Rainwater Harvesting at Morven Kitchen Garden

Isabelle Hermsmeier | The Psychological and Physical Effects of Outdoors Classrooms on Young People: How the Incorporation of Outdoor Classrooms into School Counseling Programs Stand to Improve Students’ Mental Outlook

Jessica Shalvey | A Certified System: The Mixed Role of Organic Certification in the Future of American Food Security

Johanna Vosler | Bioenergy: A Sustainable Choice to Reduce Fossil Fuel Dependence in China?

Justin Pender | The Financial Implications of Corporate Sustainability Strategy: When Does Environmental Performance Predict Increased Company Valuation?

Kasey Whitfield | Campaign for Cosmetics: The Impact of Cosmetics on Humans and the Environment

Kate Green | Creating Coastal Resilience through Community Engagement: A Plan for Lake Taylor (group project)*

Lauren Foley | Water Policy in Tanzania: What an Analysis of the Nation’s Past Policies can Teach us about a More Promising Future

Nicholas Molodow | Disaster, Toxicity, Crisis and Emergency: Words That Call Attention to Environmental Injustice in Italy

Riley Chitwood | Establishing a Community Food System in Charlottesville 

Samantha Brainard | Connecting the Dots: Understanding & Solving Sustainability’s Knowledge-Behavior Gap

Samantha Hunt | Creating Coastal Resilience through Community Engagement: A Plan for Lake Taylor (group project)*

Sarah Overton | Smart Technology for Home Energy Reduction: Bridging the Gap between Education and Automation

Sarah Singer | Weighing Two Sides of the (Bit) coin: Exploring Blockchain Applications and Implications for Global Sustainability

Susannah Gilmore | The Rise and Sprawl of the American Dream: The Social Causes and Environmental Effects of Urban Development in the Florida Everglades

Yizong Hu | The Future of the Tonle Sap: What is the Role of International Collaboration?

Class of 2018

Adam Bernstein | Island Communities as Models of Sustainability

Athena Ka Weng Loi | Evaluating the Protective Services of Urban Wetland in Mitigating Intensifying Storm Surges: An Application to ShenZhen, China

Austin Parks | Building Beyond the Footprint: Impact Development in Richmond, Virginia

Brittany McDonough | What’s in your (School’s) Lunchbox?

Brooke Kinsey | Determining the Impact of a Community Cannery on the Ability of the University of Virginia Dining to Increase its Local Food Purchasing

Caroline Denney | Trailing Behind: A Comparative Analysis of Renewable Energy Policy in Denmark and the United States

Dominique Ong | Who is Protected by the Clean Air Act? A Case Study in Southern California

Elise Watt | Realizing a Vision for the First Lady's Food Lab at UVA's Morven Farm (group project)*

Emma Kulow | Best Implementation Practices When Charging for One-Time Use Bags

Gabby Levet | Realizing a Vision for the First Lady's Food Lab at UVA's Morven Farm (group project)*

Georgianna Reid | Beyond the Obvious... Digging Deeper into the Issue of Pipelines

Gordon Knapp | Business Models for Model Businesses: Apple, Google, and the Corporate Procurement of Renewable Energy

Haley Lieberman | Creating Coastal Resilience Strategies to Mitigate Climate Change Impacts in Norfolk's Poplar Hall Community (group project)*

Holland Cathey | Sustainability in the Fashion Industry: Finding Solutions for Waste through Business

Kate Moody | The Effects of Railway-to-Park Conversions in Urban Spaces: Capitalizing on Value

Mary Elizabeth Blount | Assessing the Effectiveness of Coral Reef Rehabilitation Systems

Matthew Mongan | Residential Energy Efficiency

Megan Dister | Concepts of Conservation by Traditional Healers around Medicinal Plants in Sagara Village, Tanzania

Megan Routbort | The Next Century in the Sierras: The Business of Conservation in American Public Lands

Michael Bateman | Because They're There: Identifying and Addressing the Environmental Impacts of Mountaineering

Mohammad Malik | An Inquiry into the Role of Fuel Retailing Sites in Sustainable Transport

Pooja Seth | On Reserve: A Study of Sustainable Community Development Addressing Hunger Needs in Charlottesville

Rachel Vadham | Creating Coastal Resilience Strategies to Mitigate Climate Change Impacts in Norfolk's Poplar Hall Community (group project)*

Rhaude Dahlinghaus | Creating Coastal Resilience Strategies to Mitigate Climate Change Impacts in Norfolk's Poplar Hall Community (group project)*

Rita Cliffton | Defining Environmental Migrants

Ryan Gillies | Environmental Migration and Climate Adaptation Policy in Bangladesh

Scott Gilb | Creating Coastal Resilience Strategies to Mitigate Climate Change Impacts in Norfolk's Poplar Hall Community (group project)*

Sophia Woods | Emancipation Park Anew from a Planner’s Perspective

William Saul Pasco | Regenerative Agriculture: Transforming our Farms

William Southard | Creating Coastal Resilience Strategies to Mitigate Climate Change Impacts in Norfolk's Poplar Hall Community (group project)*

Class of 2017

Alec Paget | In Ecuador's Search for "El Buen Vivir," Is Extractivism Really the Only Way?

Allison Owens | Greening Ingleside Front-to-Back: Seeking Sustainable Solutions for Sea-Level Rise, Flood Management, and Water Quality Challenges (group project)*

Allison Turner | Imagining a Place for Local Food Education at UVA's Morven Garden Garage*

Amalia Harte | Rites Of Passage Programs for Emerging Adults: Forming Sustainable Lifestyles through Contemplation and Nature Connection

Ashley Cappo | Greening Ingleside Front-to-Back: Seeking Sustainable Solutions for Sea-Level Rise, Flood Management, and Water Quality Challenges (group project)*

Brittany Kwolek | Imagining a Place for Local Food Education at UVA's Morven Garden Garage*

Broghan Kelly | Insuring a Better Food Future

Charlotte Bemiss | Waste Beyond the Bin: An Investigative Photoessay

Chelsea Granados | Exploring the Link between Mindfulness and Social Justice: A Case Study of the Nonprofit Organization Global Grassroots

Cody Simms | Greening the Reel: Film Production, Content, and Behavioral Change (group project)*

Elise Dixon | Forum Models, Strategies, and Tips: the Development of a Rural Farmer's Forum in Tanzania

Erica Fink | Greening the Reel: Film Production, Content, and Behavioral Change (group project)*

Garland Mooney | Analyzing Local Food Systems: How can Charlottesville's Be Improved?

Jessica Flester | Measurement of Vertical and Horizontal Change in Salt Marshes Experiencing Rapid Sea-Level Rise and Impacts on Local Farmers

Katherine Phillips | Greening Ingleside Front-to-Back: Seeking Sustainable Solutions for Sea-Level Rise, Flood Management, and Water Quality Challenges (group project)*

Katherine Wilkin | Greening Ingleside Front-to-Back: Seeking Sustainable Solutions for Sea-Level Rise, Flood Management, and Water Quality Challenges (group project)*

Katy Miller | The Use of Internet and Media in Environmental Movements: A Critique of Swachh Bharat Abhiyan to Address Waste Management Problems in India

Kristen Lepe | International Environmental Economics: The Widening Economic Development Gap Between Rich And Poor Countries due to Climate Change

Laura Rozner | Imagining a Place for Local Food Education at UVA's Morven Garden Garage*

Lizzie Main | From Hummus to Humus: A Comparative Analysis of Food Waste in the United States and Nicaragua

Mary Moore | Unilever Case Study: Reducing the Environmental Impact of the Consumer Use Phase for Dove Products

Molly Golski | Imagining a Place for Local Food Education at UVA's Morven Garden Garage (group project)*

Monika Gehl | Reclaiming Parking for Sustainability: A Case Study in Downtown Denver

Nicole Duimstra | Imagining a Place for Local Food Education at UVA's Morven Garden Garage (group project)*

Nodjimadji Stringfellow | The Global E-waste Trade from the West to West Africa: An Unfair Response

Sam Friday | Greening Ingleside Front-to-Back: Seeking Sustainable Solutions for Sea-Level Rise, Flood Management, and Water Quality Challenges (group project)*

Sarah Littlefield | When You Give a Billionaire a City: Exploring the Impact of Private Influence on Sustainable Initiatives in Detroit

Suchita Chharia | The Rise of Smart Cities: From Charlottesville to Copenhagen

Taylor Gestwick | De-motorizing the Corner: A Sustainable Transportation Model for Charlottesville, Virginia

Tyler Berkeley | Imagining a Place for Local Food Education at UVA's Morven Garden Garage (group project)*

Class of 2016

Annie Weidhaas | Disability and Equitable Accessibility in the US Built Environment

Artem Demchenko | Community Empowerment through Co-Design of Urban Gardens: Restoring Food Justice in the Westhaven public housing community through the Growing for Change project

Brianna Mackay | The Implications of Corn Subsidies on Consumers Connectivity to their Food System

Brun Sonnett | SWOT Analysis of Urban Rooftop Agriculture: The Untapped Potential of Urban Sustainability

Camille Adkins | Urban Refuge: Implementing Participatory Architecture to Address Informal Refugee Housing Settlements and the Political, Social, and Physical Status of Displaced Persons

Camille Knable | Social Sustainability in Charlottesville: Success Perspectives and the Culture of Counter-Cultures

Caroline Macdonald | Does Detroit Deserve the Label of "Food Desert"?

Carolyn Albright | Assessing Perception as a Barrier to Conservation Agriculture Adoption: A Comparison of Parana, Brazil and the Laikipia District, Kenya

Cassidy McGrain | Low-Income and Malnutrition: A Study of the Role of Income in Obtaining Local, Sustainable Foods in Charlottesville, Virginia

Elizabeth Duffield | Sustainable Tourism Development in Northeastern Brazil: Stakeholder Collaboration in Fortaleza

Emily Keenan | Water Savings to Restore Ecosystems: Comparing Governmental Initiatives in the U.S. and Australia

Ezti Fricano | Concentrated Animal Feeding Operations and the Costs to Society: A Comprehensive Review of Environmental Threats and Their Implications in the US

Hailley Thompson | Eco-labeling: The Effectiveness and Reliability of Voluntary Product Labeling to Promote and Foster Sustainable Fisheries Management

Jamie Stafford | London 2012: Sustainability Implications to East London and the Surrounding Area

Katie Groody | The Effects of International Climate Policy on Lesser Developed Countries

Kelly McNally | Potential Economic Benefits of Promoting Small-Scale Farming in Panama

Kelsey Galantich | Biofuels: Keeping It Local

Mary Shifflett | Implications of Consumer Decisions on Environmental Health: The Rise of Efficient Products and their Role in Fostering Consumer Complicity in Environmental Degradation

Megan McDaniels | Wetland Restoration and Community-Integrated Design in Norfolk, Virginia

Michelle Crowley | Response to Public Health Emergencies and Sustainable Rebuilding Post Disaster: A Case Study of the Ebola Outbreak in West Africa

Natasha Butler | From Seed to Sale: A Look into Sustainable Food Systems

Tessa Crews | Cultivated Awareness: Vedic Wisdom and Contemporary Stewardship

Vanessa Owens | The Overregulation of Environmentally Beneficial Activities: A Sociopolitical History of Hemp Prohibition in the United States since the 1930s

• Major Requirements
• Capstone Thesis