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CAPSTONE PROJECT: Parts of a Capstone Project

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

What a Table of Contents Could Contain

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

What Goes Into Each Section

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What is a Capstone Project in College?

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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 is a significant and celebrated piece of architecture, considered to be the most important of an entire construction project.

Similarly, Southern New Hampshire University (SNHU) Associate Dean of Criminal Justice and Social Sciences Dr. Jeff Czarnec called the academic capstone project, whether in an undergraduate or graduate program, “the apex of all a student’s work done throughout their college career.”

There is an expectation that they have all the necessary skills and knowledge coming into the capstone course to be successful. “At this point, students have managed to pass all their course work leading up to the capstone,” said Dr. Thomas MacCarty , associate dean of social sciences programs  at SNHU. “It is the culmination of everything that has happened to them as students.”

Students have the opportunity to pick a research topic that is of interest to them 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.

The capstone is much more important than a requirement and three credits. It can serve as an opportunity to demonstrate knowledge mastery and creative thinking, which may help a graduate stand out from others vying for the same job.

What is Involved in a Capstone Project?

Dr. Jeff Czarnec with text Dr. Jeff Czarnec

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

As in many other university courses, the capstone is research-based; the difference being that the student chooses the topic early on, allowing them more freedom to conduct research on their own, unlike in other courses which are more guided. Capstone topics align with the specific discipline of program study. 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.  

In a nutshell, a rough outline of a capstone, according to Czarnec, looks 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

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, retrace and pull up what you have learned in a more stress-free environment. It helps validate students as learners.”

Depending upon the major and course requirements, there may be opportunities to match students with outside contacts, not only to assist with the capstone project research and problem statement, but to also 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?

Dr. Thomas MacCarty with text Dr. Thomas MacCarty

A capstone is similar to a thesis in that the starting point involves strengths that one needs for a thesis or dissertation work. A student needs to think about the skeletal structure of research and form their theory, hypothesis, and problem statement.

“While a capstone is certainly a scholarly piece of work and does share some aspects of a thesis,” said MacCarty. “The time and detail that is required of a master’s thesis is greater.”

A capstone paper may be 25 pages, where a thesis could be 100 or more, and is a more demanding research paper. If an undergraduate student chooses to further their education and enter into a doctoral program, the capstone project could be an invaluable tool in preparing for a thesis.

It’s All About Student Success

According to Czarnec, capstones of all programs are leading students to the end game. The goal is to develop well-rounded thinkers who can pull their work together in a coherent, articulate, well-organized fashion, while considering the demands of the profession or vocation in which they are interested.

The focus and intent of a capstone should be to create an effective device to assess and measure all that the students have learned throughout their program in an aggregate fashion so they can demonstrate their 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.

According to MacCarty, capstone courses should be structured to support student success in fulfilling program requirements and allow them the opportunity to showcase their academic abilities and skills gained throughout their degree program.

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

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Capstone & Thesis Research

Before you begin your research project, steps in doing a capstone paper or project, graduate thesis and dissertation general guidelines, find theses and dissertations, academic writing & research video, watch and learn with webster u. library online presentations, the research cycle.

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Make sure you understand what is required. Read your assignment carefully and talk with your instructor if you need clarification. Think about how much time and other resources you have and need to complete all parts of the research assignment within the course timetable.

Select a topic area. See the " Selecting and focusing your research topic " tab at left for suggestions on choosing a topic, narrowing your focus, and developing a thesis statement or research question.

Do a literature review. The " Literature Review " tab will link you to helpful resources for planning a search and organizing your results. The "Start Searching" tab gives some examples for using article databases effectively.

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Here you will find everything you need to know about the purpose of a dissertation or thesis and the steps to complete and submit your work.

These guidelines were created by the Webster University Office of Academic Affairs and approved by Webster University Graduate Council. This current version is from 2018.

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Visit our Library Training, Tutorials & Webinars  page to see tutorials that will sharpen your research skills and offer helpful guidance in doing a capstone, thesis or advanced research project. Recorded webinars may be watched at your convenience. Live webinars offer an interactive experience with Webster U. librarians present to answer your questions.

The Research Cycle is a circular process with the goal of identifying relevant and useful results.  The pieces of the process are:

  • Define task: What is your assignment, problem or question?
  • Identify options: What kinds of information do you need and where do you look?
  • Select your sources: How do you search for them and which do you choose?
  • Analyze content: What di you discover and what does it mean?
  • Present findings: How do you organize and communicate what you have learned?

When you complete these steps you will need to evaluate your results.  Depending on your assignment you may need to refine or change your question and begin the process again.

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 CMST 101: Introduction to Communications, Marian Lyles: Intro to Research. Seattle Central College Library.  Seattle Central College. 10 Feb. 2016. Web. 16 Jun 2016.

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There are a number of ways to conduct research for your capstone topic, but everyone must start with the literature review in order to learn what has already been published on your topic. The literature review also helps you identify the different research methods used by scholars in the field that have already produced valid and reliable results.

Indeed, the literature review is the very first step and it is begun when you are crafting your capstone proposal. It is the only way to choose a topic and write your background and research methods section for the proposal. Of course, you'll continue to consult published work during the capstone course as well. Because this step is so important, we've created entire section on this topic (please see Literature Review , under Choosing a Topic).

Commonly used methods:

Case studies. Case studies are in-depth investigations of a single individual (noteworthy museum leader), a group (education department), or event (exhibit). Reading prior case studies is a must to inform your design. Reading case studies may also lead you to museum professionals who authored the published work. These experts could become research participants. Case study is a formal research method with a specific structure. For an introduction, visit Basics of Developing a Case Study from the Free Management Library.

Interviews . You may want to conduct interviews with experts in the field on a specific topic, such as, increasing diversity in musuem membership. Museum professionals have a wealth of information and are ordinarily happy to support beginning scholars. Your capstone reader and instructor can help make introductions through their own networks. Interviews are not simple tasks. You'll need to learn how to conduct interviews in such as way that avoids bias and elicits valid data that can be used for analysis. For an introduction, visit General Guidelines for Conducting Research Interviews from the Free Management Library.

Surveys . Conducting a survey is another way to gather research on your topic. Ordinarily, this method is chosen when you want to gather information from a large data set. Survey design is also not a straightforward task. For an introduction, visit the Harvard University Program on Survey Research.

Program evaluation . You may also consider in-depth and detailed evaluation of an aspect of a specific museum's operation, such as an exhibit or educational programs to understand if and how it met its intended goals. For an introduction, visit Evaluation Activities in Organization from the Free Management Library and Evaluations from the Institute of Museum and Library Resources.

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How to Write a Capstone Project like an Expert

This guide describes all the steps needed to create a capstone project, including choosing a topic, structuring the paper, and writing in a scholarly manner.

A capstone project is a research assignment that many students must complete as part of their undergraduate or master’s degree. It differs from other types of final papers such as a thesis or dissertation because it has a practical nature. Capstone projects call for a student to review a certain problem, often specific to the writer’s interests or experience, and conduct research to evaluate or resolve the detected issues. The goal of such assignments is to involve students in their future professional sphere (Weaver 2). Moreover, capstone projects assess how students use critical thinking skills and the knowledge they have acquired during a course.

Choosing a Topic

It is clear that your selection must be connected to your sphere of education. For example, if you are a medical student, your capstone project will likely be focused on health-care interventions. For future biologists and chemists, chosen topics will reflect their field of expertise. Nevertheless, these assignments can be made more personal as follows:

  • Search for a topic that interests you. Selecting a theme that does not spark your interest can negatively affect your attention and the quality of your writing. You may neither be able to concentrate on your paper nor conduct in-depth research. Think about your experience, both educational and professional. Has there been a problem or issue that you noticed and wanted to solve? This capstone project may be your chance to do that.
  • Consider the format of the assignment. What does your instructor ask you to include in the project? Anticipate the composition of the future paper and the various components it should contain. Do you have to conduct research, and do the results have to be measurable? Adjust your topic to reflect the instructions. Since in most cases students have to confirm the topic with their advisors before writing, you will be able to get some help if you are struggling to find suitable subject matter.
  • Take into account the project’s length. Depending on the number of requested pages, you may need to broaden or narrow your topic. Try to estimate how much space each part of the project will take up, and choose a research area that has enough information.
  • Research existing literature on the topic. If your topic is too narrow or too recent, you may not find enough academic literature to support your research. In contrast, if the topic is too broad, you may be overwhelmed by the amount of available information.

Capstone projects usually follow a specific structure:

  • Abstract. Although it is located at the beginning of the written project, the abstract should be written last. It is a summary of the entire study; you can approach it as soon as you are sure that every other part is complete. Do not confuse the abstract with the introduction of the paper—abstracts contain enough information to interest the reader in the entire project. Thus, they must capture the essence and relay main concepts, hypotheses, research methods, and findings.
  • Introduction. In this section, you will acquaint your readers with the topic you have selected. Sometimes, an introduction is split into multiple smaller categories such as “Purpose of the Paper” or “Research Questions,” but they can be located in this part since they present the topic. Here, you should introduce the issue and connect it to your sphere of academic knowledge or course. In addition, you may discuss why this research problem is significant. Next, list the formulated research questions or hypotheses that will guide the investigation. State the objectives that you wish to achieve with the help of this project. Finally, if it is required, include a thesis that succinctly describes the aims and beliefs of the capstone project.
  • Literature Review. A review of the existing literature is a vital component of any research endeavor. Here, you will search for academic and other reliable sources that are connected to your topic. These articles, books, trials, and studies will be used as a foundation for the research. Sources can contain pertinent findings, discuss well-examined methodologies, present new ideas, and confirm or refute earlier findings. Document the results of your search and analyze them; look for gaps in knowledge. What themes are not explored well or missing altogether? What should or can be researched in more detail? You can attempt to fill in these gaps with your findings.
  • Methodology. In this section of the project, you will talk about how your research is to be conducted.
  • First, describe your research design; it can be qualitative, quantitative, or mixed (a combination of the two). Each type also has many subcategories. Choose one, and explain why it works the best for your topic.
  • Next, state your independent and dependent variables if needed for your selected design. Independent variables are what you choose to investigate (for example, different training programs for employees). Dependent variables are affected by independent ones (for example, employee performance after training).
  • Describe the sample for your project. Who are the participants, and how many of them are involved? What are the inclusion and exclusion criteria for research?
  • List the materials and tools you used in conducting research. Here, you can introduce questionnaires, online tests, and other media created for this project.
  • Write about the process of conducting research, discussing all the major elements of the procedure. What were the participants asked to perform? How were the results collected?
  • Discuss how you analyzed the results, listing measurements, tests, and calculations. Explain why you chose each method, and support your selections with previous research.
  • Results. This is a significant part of the project, where you show the results of the conducted research. Refrain from making any assumptions or conclusions here—state the results without interpretation. You can use graphs, tables, and images to illustrate findings. Remember to present data that will answer all the research questions and hypotheses you introduced earlier. Check the findings’ validity and significance if required by the chosen research style.
  • Discussion. Here, you should analyze the revealed results—be critical and attentive. Try to find patterns or show correlations in the findings. Talk about the context. What does previous academic literature tell you about this study? Does it contradict or align with your findings? Think about the importance and implications of your results. Does this study add something new to the sphere of knowledge? Do not forget to consider the limitations of your project—what could make the research more reliable? Finally, introduce some questions for future research and encourage additional investigation.
  • Conclusion. Some papers include a conclusion in addition to the discussion. Restate all major information from the study here, presenting it concisely. Do not propose any new ideas or data in this part. The function of a conclusion is to wrap up the project and talk about all important judgments.

Writing Process

In addition to adhering to the structure described above, you should also remember to pay attention to your writing process. Do not be afraid of making drafts before writing the final version; they will help you structure your arguments and findings. After completing the paper, be sure to proofread it as mistakes and inconsistencies can make the written project difficult to read, confusing, or even incorrect. If you think you need someone else’s opinion, ask for it—turn to your instructor, writing center, or other knowledgeable persons that will help you revise the text if necessary. Check all tables and graphs, and make sure that a reader can understand them as well as you do.

Capstone projects give students an opportunity to apply their knowledge in practice. They are designed around a narrow topic that investigates a real problem, using a specific structure that is followed in the majority of cases: an introduction, literature review, methodology, results, and discussion are essential elements of every capstone project. These assignments use a scholarly voice and require in-depth knowledge of previous scholarly literature. Like all academic papers, they need to be substantiated with evidence and be clear and unbiased. Lastly, proofreading is an important part of scholarly writing as well. This paper shows the writer’s level of preparedness after completing a course. Follow the provided guidelines and remember to be attentive—these rules should help you complete a high-quality capstone project.

Weaver, K. F., et al. “The Benefits of Peer Review and a Multisemester Capstone Writing Series on Inquiry and Analysis Skills in an Undergraduate Thesis.” CBE—Life Sciences Education, vol. 15, no. ar51, 2016, 1-9.

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4. Creating a Hypothesis for Research-Based Capstone Projects

Learning Objectives

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

  • Explain the purpose and importance of a hypothesis in a research-based capstone project.
  • Compare and contrast a null and alternate hypothesis.
  • Describe the relationship between hypotheses and statistical testing.
  • Explain the characteristics of a good hypothesis.
  • Describe the relationship between the hypothesis and research-based capstone project objectives.
  • Formulate a hypothesis.

This chapter first introduces you to the importance of developing a hypothesis for a research-based capstone project.  The purpose of developing a hypothesis is explained and an example is provided.  The characteristics of a good hypothesis are illustrated and strategies for formulating a hypothesis are addressed.  Strategies for developing aims and objectives for a research-based capstone project and its relationship to the project’s hypothesis are addressed.  This chapter ends with a brief discussion of hypothesis testing and its correlation with data, statistical testing, and outcomes reporting.

Introduction

The development of a guiding question and supportive hypothesis is a necessary key step in any research-based capstone study.  The research question and associated hypothesis are interlinked and will influence the study’s design.  Furthermore, the capstone project’s primary objective should be coupled with the project’s hypothesis.  It is important for a research-based capstone project’s objectives to focus on outcomes that are important to stakeholders and that are clinically relevant.  Focusing resources, time, and dedication to the development of a relevant guiding question, hypothesis, and objectives will help to guide you through a successful research-based capstone project, influence the interpretation of the results, and impact future dissemination of information efforts (Farrugia, et al., 2009).

A research hypothesis is the statement created by a researcher when they speculate upon the outcome of their research-based capstone project.  Research-based capstone projects based on program design, development, and implementation that focus on an identified problem or need should also have a hypothesis. The hypothesis is fundamental to the completion of a research-based capstone project.  Without a hypothesis, you will not have a comprehensive capstone experience because learned critical elements of the research process and capstone project conclusions may be limited in scope.  Elements included in a good hypothesis include:

  • Developing a succinct question based on a reasonable, logical, and relevant problem or need
  • A scoping review of literature

The importance of the hypothesis is directly dependent on previously known facts, potential solutions, and expected results from the variables being analyzed.  Consequently, the hypothesis becomes the center of a research-based capstone study, the data obtained, and the conclusions reached.  With the data collected and reviewed, the hypothesis can be supported or not, based on the findings that have been gathered (Toledo, Flikkema & Toledo-Pereyra, 2011).  (Refer to Table 4.1:  Purpose and Importance of a Hypothesis).

Table 4.1:  Purpose and Importance of a Hypothesis

Source:  Mourougan, S., & Sethuraman, K. (2017). Hypothesis development and testing.  IOSR Journal of Business and Management (IOSR-JBM) ,  9 (5), 34-40.

Formulating a Hypothesis

As we have discussed, capstone projects usually begin with the identification of a problem or need.  Guiding questions, objectives, and a hypothesis provide a specific restatement of facts that may be tested for further review.  Whether experimental or observational, a hypothesis spells out an anticipated relationship between independent and dependent variables.  This relationship may or may not be true, which is why the research-based capstone project is being conducted (Malhotra, 2013).  A starting point for formulating a hypothesis is establishing a null hypothesis on the basis that the relationship between two or more variables is independent.  A null hypothesis assumes that there is no difference between participants in relation to their attitude, knowledge, personality, or any other variables that are being tested within a research-based capstone project.  Ultimately the objective of carrying out statistical tests is to accept the null hypothesis or reject it.  A rejected null hypothesis means that a change post-intervention occurred and that there is indeed a difference or a relationship between variables.  This is also referred to as the alternate hypothesis.   Therefore, it is important to consider the null hypothesis and alternate hypothesis when developing a research-based capstone project (Burke & Dempsey, 2022). Consequently, when formally testing statistical significance, the hypothesis should be stated as a null hypothesis.  (Refer to Table 4.2:  Alternate Hypothesis and Null Hypothesis Example)

Variables are measurements that are identified within a research-based capstone project.  Variables characterize a concept, or factor, that can have more than one value. Consequently, a factor becomes a variable by virtue of how it is used within a research-based capstone project.  Basically , there are two types of variables:

              Independent Variable:  An independent variable is also referred to as a predictor variable.  It is a condition,                                                               intervention, or characteristic that will predict or cause a given outcome

             Dependent Variable:    A dependent variable is also referred to as an outcome variable.  It is a response or                                                               effect that is presumed to vary depending on the independent variable

Table 4.2:  Alternate Hypothesis and Null Hypothesis Example 

A well-grounded hypothesis indicates that the researcher has sufficient knowledge in a specific area to undertake a research-based capstone project.  Furthermore, a well-grounded hypothesis gives direction to the collection and interpretation of data (Mourougan & Sethuraman, 2017).

Characteristics of a Good Hypothesis

A good hypothesis is based on a good guiding question (refer to Chapter 3).  The hypothesis is developed from the guiding question and also from the main elements of a research-based capstone project:  sampling strategy, intervention, comparison (if applicable), and outcomes.  Simply, the main elements of a research-based capstone project are summarized in a form that establishes the basis for testing, statistical, and ultimately clinical significance (Refer to Table 4.3:  Characteristics of a Good Hypothesis).

Table 4.3:  Characteristics of Good Hypothesis

Drafting an Objective(s) for a Research-based Capstone or Capstone Project

While penning down  your capstone topic, PICO question, and hypothesis can be a great deal of time and effort, drafting study objectives can be viewed as an extension of your research-based capstone project’s hypothesis. The study objective(s) define the specific aims of the project and should be clearly stated in the introduction of the research-based capstone or capstone protocol.  Furthermore, study objectives are active statements about how a capstone project is going to answer the specific guiding question by indicating the overall nature and scope of the capstone project (Farrugia, et al., 2010; Malhotra, 2013).

The initial capstone journey that one navigates is typically comprised of scoping the literature (phase 1), conceptualizing a guiding question, formulating a hypothesis (in the case of a research-based capstone project), and drafting project aims and objectives.  A well-structured process, as described within this guidebook can be helpful as you continue your capstone experience (Malhotra, 2013).

Hypothesis Testing for Research-Based Capstone Projects

The purpose of hypothesis testing is to make an inference about the population of interest based on a random sample taken from that population.  Hypothesis testing is a statistical technique that will indicate whether a stated hypothesis is supported. It is during this phase of the research-based capstone project that you will meet with your institution’s statistician, mentor, and capstone instructor(s) to determine the appropriate method for testing:   whether nothing happened (null hypothesis) or something happened (alternate hypothesis).  Although we have briefly addressed the purpose of hypothesis testing, the concept of statistical testing is complex; therefore, the details for this component of a research-based capstone project are beyond the scope of this guidebook

Designing a hypothesis and objectives are supported by a good guiding question and will influence the design for a capstone project. Acting on the principles of creating an appropriate hypothesis and study objectives, as outlined in this chapter, you will be on your way to creating a research-based capstone project that will produce clinically relevant results that can effectively contribute to evidence-based practice.

Case Study:  Creating a Hypothesis

  • Since Glynn’s PIO question (see below) has been approved by her mentor and capstone instructors they have developed the following hypothesis and study objectives:

Study:  A Health Literacy Workshop for Occupational Therapists Incorporating Elements of the Universal Precautions Toolkit

  • Research Question: Does a ( I) health literacy universal precautions workshop for (P) occupational therapy practitioners (O) improve their working knowledge about health literacy, and increase their self-perceived ability to identify, assess and implement client-centered interventions that optimize outcomes for low-health literate patients?
  • Null Hypothesis: A health literacy universal precautions workshop for occupational therapy practitioners does not improve their working knowledge of health literacy and does not increase their self-perceived ability to identify, assess, and implement client-centered interventions that optimize outcomes for low-health literature patients
  • Alternate Hypothesis: A health literacy universal precautions workshop for occupational therapy practitioners improves their working knowledge of health literacy, and increases their self-perceived ability to identify, assess, and implement client-centered interventions that optimize outcomes for low-health literature patients.
  • Study Objective: The goal of this research-based capstone project is to determine if a health literacy workshop series for occupational therapists could improve their working knowledge of health literacy, and increase their self-perceived ability to identify, assess, and implement client-centered interventions for at-risk patients.
  • Glynn will begin Phase two of literature scoping (reviewed in next chapter)
  • Glynn will meet with the institution’s statistician, their mentor, and capstone instructor(s) to discuss and determine the statistical technique that can be used to effectively test her hypothesis and guide her research methods, data collection, and analysis of results.
  • Glynn will need IRB approval for her research-based capstone project and will begin by reviewing her school’s IRB website and application process.
  • Does a ( I) health literacy universal precautions workshop for (P) occupational therapy practitioners (O) improve their working knowledge about health literacy, and increase their self-perceived ability to identify, assess and implement client-centered interventions that optimize outcomes for low-health literate patients?

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

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Parts of a Scientific & Scholarly Paper

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Different sections are needed in different types of scientific papers (lab reports, literature reviews, systematic reviews, methods papers, research papers, etc.). Projects that overlap with the social sciences or humanities may have different requirements. Generally, however, you'll need to include:

INTRODUCTION (Background)

METHODS SECTION (Materials and Methods)

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Sample Capstone

Here’s a sample research paper from a past OHS student.  It’s longer than I expect for the Capstone (~15 page) but it should give you an idea of what I am looking for.  Ideally the abstract would be a little longer, the main body a little shorter.

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Nicole Campione-Barr awarded 2024 Kemper Fellowship for Teaching Excellence

Nicole Campione-Barr

March 6, 2024 Contact: Eric Stann, 573-882-3346,  [email protected]

Matthew Martens, interim provost and executive vice chancellor for academic affairs at the University of Missouri, and Steve Sowers, chief executive officer of Commerce Bank’s Missouri community markets, today awarded a 2024 William T. Kemper Fellowship for Teaching Excellence to Nicole Campione-Barr. Campione-Barr is a professor in the College of Arts and Science and serves as the director of undergraduate research in psychology and the Honors Capstone Program.

Cooper Drury, dean of the College of Arts and Science, joined other administrators surprising Campione-Barr by honoring her with the fellowship, which includes a $15,000 check. Kemper Fellowships are awarded to five outstanding teachers at the University of Missouri each year.

The William T. Kemper Fellowships for Teaching Excellence were established in 1991 with a $500,000 gift. Kemper, a 1926 MU graduate, was a well-known civic leader in Kansas City until his death in 1989. His 52-year career in banking included top positions at banks in Missouri, Kansas and Oklahoma. Commerce Bank manages the trust fund.

Nicole Campione-Barr biography

Nicole Campione-Barr, a professor of psychological sciences in the College of Arts and Science, inspires her students to be at their best in their fields and in their lives.

“Early in the development of a new skill, individuals seek a warm and supportive mentor or model to aid and scaffold their learning,” Campione-Barr said in her teaching philosophy statement. “With increasing competence and maturity in the skill, however, individuals must be allowed to gain increasing autonomy from their mentors in order to achieve independent success.”

While some of her students might go on to be developmental scientists like herself, Campione-Barr acknowledges that many more will go on to be parents.

“Adults who are more knowledgeable about child development are more confident and competent parents, teachers and mentors,” Campione-Barr said.

Campione-Barr takes mentoring to heart, as evidenced by her teaching style with undergraduate students.

“Much of my most meaningful engagement with students  has primarily occurred outside of the traditional classroom setting,” she said. “I have spent a significant portion of my academic effort on mentoring undergraduate students through the research process. I find that being able to work one-on-one with students in this way is extremely enriching; not only for the way I get to know these talented students, but also in the way that their enthusiasm sparks wonderful collaboration and new research ideas.”

Campione-Barr gives her graduate students more autonomy than her undergraduate students.

“It is necessary to give them more autonomy and control over their research process,” she said. “However, students early in their training still require more structure than those later in their training. I keep my graduate student numbers low at any given time to ensure that I can give them the individualized training and mentoring that they require at each stage of career development.”

Her approach to teaching and mentoring was apparent to Alice Guo, a fifth-year doctoral student whom Campione-Barr has mentored since Guo’s first year.

“Dr. Campione-Barr uses a scaffolding approach to mentoring both graduate and undergraduate students, which is highly effective in establishing foundational skills and fostering independent learning and growth,” Guo said in her nomination letter. “She provides greater support at the beginning, with more detailed feedback on papers and more explicit instructions for what articles to read. This kind of support was exactly what I and the other graduate students needed in our first year, so that we have a strong base of knowledge to build up our own programs of study.”

In a joint letter nominating Campione-Barr for the Kemper Award, her department chair Debora Bell and colleague Amanda Rose praised Campione-Barr for her teaching methods.

“In our collective decades of working in academia, we can honestly say that neither of us have met a more talented or dedicated mentor of undergraduate and graduate students than Dr. Campione-Barr,” said Bell and Rose.

Campione-Barr’s efforts have led her to being awarded the Department of Psychological Sciences’ Robert S. Daniel Junior Faculty Teaching Award and the David G. McDonald Contributions to Undergraduate Teaching Award. On a campus level, her activities outside of teaching have earned her such recognition as the MU Outstanding Undergraduate Research Mentor of the Year, TRIO Champion, Ann Covington Undergraduate Research Mentorship Award and the national award of Outstanding Mid-Career Undergraduate Research Mentor from the Council for Undergraduate Research.

Since her arrival on campus in 2006, Campione-Barr has consistently received high teaching evaluation ratings by her students across multiple sized courses, including large student lectures with more than 300 students, mid-sized courses with 75-100 students and smaller professional development-style courses and graduate level courses.

“Students report that Dr. Campione-Barr is a warm and engaging instructor who explains not only the material, but her rationale behind her methods of assessment, because she truly cares about what students are gaining from the course,” said Bell and Rose.

Campione-Barr received a Bachelor of Arts degree in psychology from MU in 1999. She also earned a master’s degree and a doctoral degree in philosophy from the University of Rochester in 2006.

MU College of Arts & Science

Honors College

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  25. Nicole Campione-Barr awarded 2024 Kemper Fellowship for Teaching

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