capstone project plan

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Sample capstone project proposal, getting started .

Open annually between August through November, the HCDE online capstone proposal form is where you submit a project proposal. CAP members may submit more than one project idea, but please think about how many teams you will be able to support in total. The project description should be a straightforward, one-paragraph summary of the design brief or project challenge.

 Before submitting your project, read the Capstone project guidelines .

Submit a Capstone Proposal

Example Project Proposals

• Sponsor:  ABC User Experience Consultants 
• Title:  Designing Mobile Technologies for Environmental Sustainability 
• Contact(s):  Jane Doe,  [email protected]   
• Description:  Design an object, interface, system, or service intended to support the idea of utilizing or consuming local resources rather than global resources, in a sustainable and environmentally efficient manner. Use methods of ethnography and contextual research to understand the problem space, and design a mobile phone application that supports, assists, enhances or otherwise benefits people interested in sustainability. 
• Target User Group:  Seattle residents 

Example Usability-Focused Project

• Sponsor:  Usability R’ Us 
• Title:  Evaluate and Redesign Awesome Airlines Website 
• Contact(s):  Bob Smith,  [email protected]  
• Description:  Conduct an in-depth usability test of the current Awesome Airlines corporate website. Prepare a usability test plan, recruit 5-10 clients, and conduct the evaluation. Generate a list of recommended changes, and then provide design mock-ups for how those changes might be implemented into the existing website design to make it more usable.
• Target User Group:  Awesome Airlines customers 

Example User Research-Focused Project

• Sponsor:  The User Research People 
• Title:  Determine Design Requirements for Home Sensing Project 
• Contact(s):  Alison Miller,  [email protected]  
• Description:  The User Research People company is conducting user research for a client who is interested in building sensors for people to install in their home that will monitor appliance usage, record maintenance and repairs, and report any safety issues. Your task will be to conduct user research with homeowners to identify the design requirements and concerns with using such technology in their home and the provide mock-ups and sketches for ideas for different sensing solutions. 
• Target User Group:  Homeowners

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Capstone Project: Definition, Types, Structure, and Examples

by  Antony W

January 2, 2024

If you're reading this, chances are that you're in your final year of school and the words "capstone project" have come up somewhere in your first or second semester.

You're probably looking for a quick score on the topic - what it's about, a project template, or even a sample. If so, you're in the right place.

Before we get into it, you' need to know that you're in the hands of consummate capstone project experts.

Help for Assessment is composed of scholars at all levels of academic achievement including Masters and Ph.D., all inspired and motivated to help students like you achieve their academic goals. The expertise and experience we have spans years. Even better, this combined academic expertise is placed at your disposal. If your capstone research project is already giving you goosebumps, we will do it for you from scratch including the project proposal, research, write up, and final review before submission.

Remember, you can trust Help for Assessment to complete your capstone project successfully and earn you top grades. All you have to do is order the service here on our service page.

 In the meantime, let us explore the definition of the capstone project, types of projects for students, and a sample capstone project.

What Is a Capstone Project? 

A capstone project in college is a final independent project undertaken in a program of study designed to assess the skills, knowledge, and expertise acquired by the student.

As the name suggests, it is the capstone or crowning achievement of academic life and the last class taken before graduation. It gives you the final credits required to pass the course, which is why every student must take the project.

Since it is designed to assess knowledge and skills gained in a particular discipline, capstone projects vary from school to school and discipline to discipline.

Such a project might involve something as simple as research on a topic, an evaluation of a new technique or method, development of a health program, research into a historical figure or event, or even composing a skit or theatre presentation.

No matter what kind of project you choose to undertake, the result is the same. You get to showcase your understanding of the coursework material learned and display your readiness to enter the professional world to start your career. It is a rewarding experience if done right, but can mess up your final year and possibly your graduation if you manage to mess it up.

Do you know that a successful capstone project also helps to land you lucrative jobs? That’s right, capstone projects are one of the ways potential employers find out just how learned, resourceful, and talented you are. Think of it as a kind of thesis.

Capstone projects are also called culminating projects, experience, senior exhibition, or other similar names. The project is usually self-directed, and most students find it a challenge to even come up with the right capstone project topic. 

Capstone Project Vs. Thesis

A capstone project and a thesis are both very similar in that they represent a final effort from the student just before graduation.

They are done in partial fulfillment of the requirements of the course being undertaken. The comprehensive approach and assessment involved are very similar, and sometimes the structure and methodology might overlap.

Both also have to be reviewed and approved by the institution and will remain in the public domain after publishing.

However, there are some important differences.

• A thesis is purely academic while a capstone project focuses more on the practical preparation of the student for the real world/job market.
• A thesis is guided by a research question resulting in the addition of new knowledge to the field, while a capstone project is guided by the practical importance of the project to the field.
• A thesis involves academic research and analysis, while a capstone project can be anything including a dance or film.
• A thesis is expected to be original and authentic, while a capstone project will have more loose requirements. You can borrow another person’s capstone project ideas , so long as you demonstrate your own advancement in the field.
• A capstone project will usually only have a brief write-up or report, while a thesis generates a detailed, extensive writeup.
• The final presentation of a thesis, called a defense, is meant to prove and show that you have mastered the subject. You are supposed to be a mini-expert in the field. A capstone project presentation comes off as a kind of exhibition where you showcase your project without having to defend it.

Types of Capstone Projects

Capstone projects vary not just in the type of project, also in the level at which they are done.

There are projects for juniors and seniors in college as well as for postgraduate students.

Here are some examples of the forms of projects depending on the academic level.

• In-depth research projects.
• Developing the concept of a product, tool, or service.
• Expositions.
• Experiments.

Capstone projects can be conducted either individually or in a group.

However, the key thing is to make sure that the project proposal has been reviewed and approved by the instructor/panel/institution in charge before proceeding.

Senior Capstone Project

Senior projects are so called because they are done by high school students in their senior year.

Just like other projects, they represent a culmination of the coursework with an interdisciplinary application of knowledge and skills gained so far.

The project usually takes the better part of the final academic year and will have different parts to it, depending on the type of project chosen.

It will also require a presentation where the student(s) explain and describe the project to an audience, including their classmates.

Sample Capstone Project Outline

The write up for a project consists of several parts. However, even before starting the write-up, you need to do a few things:

• Come up with an idea for your project. What will be your subject matter, topic, or premise?
• Find sources for the project and review them beforehand to ensure that they will be of help to you.
• Come up with a step-by-step methodology for your project.

Using this information, you will then write a capstone project proposal for your project. It informs your instructor or review panel exactly what you intend to present so that they can approve or reject it.

Once approved, you can go on to the next stage. The final write-up has the following parts.

• A title page.
• Project outline.
• A description/abstract.
• Introduction
• Rationale/relevance/reason for doing the project.
• Objectives of the project.
• Procedures/methodology.
• Research and analysis.
• Evaluation of results and findings.
• Conclusion and future work/suggestions.
• Bibliography/works cited/reference list.

Note that the project is carried out in stages. Once approved, you will need to be submitting weekly or monthly status reports to your supervisor. After the project report is submitted, you will also have to make a presentation about the whole project.

This brief outline is only meant to be a rough guide. We have a much more detailed article detailing how you can do your capstone project, including a project template. 

Capstone Project Examples

Help for Assessment has extensive experience when it comes to capstone projects of all kinds.

Whether it’s a high school project, a college capstone, or a senior capstone project, you can trust us to carry it out successfully for you.

You can check out various project samples here . 

Get Help With Your Capstone Project

Capstone projects in every level of school are a make or break it deal. Given that they complete the graduation credits required, it makes sense to leave this important part of your coursework to experts.

We are proud to offer you a guide on how to write a capstone project here . If you need help, you can take advantage of our capstone project writing service at affordable, student-friendly rates with amazing discounts. 

Check it out here and make your order to experience excellence, peace of mind, and success thanks to our stellar services.

About the author 

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

What are Capstone Projects? The Complete Guide to Capstone Projects in High School & Middle School

In athletics, there are competitive matches; in the performing arts, there are stage performances. If you imagine school as a series of practices, capstones are the “big game”.

They provide an opportunity for learners to get their ideas out into the world by working on a project they are passionate about while making an impact on their community.

Already know about Capstones? Skip to Capstone Project Ideas

Looking for advice skip to capstone project tips, what are capstone projects, capstone project definition.

A middle school or high school capstone is a culminating experience where students design and execute a significant and impactful project, often in their final academic year. This project requires students to apply knowledge and skills from various subjects while addressing real-world issues.

A typical capstone project includes the following stages: research, planning, execution, iteration, and presentation. It aims to showcase a student’s critical thinking, problem-solving, and communication skills while fostering a deep understanding of the subject matter and its practical applications.

Projects can take various forms, such as a product or service prototype, a community service initiative, an action research paper, a multimedia presentation, or a performance, depending on the educational context and the student's interests.

Why Capstones?

The value of capstone projects extends beyond academic requirements. They provide a platform for students to delve into their passions and take ownership of their educational experience. As students immerse themselves in these projects, they not only contribute to their personal growth as well-rounded students, but they also make valuable contributions to their communities.

Capstones provide an opportunity for students to learn for the sake of learning, where research is rooted in what they are actually interested in, and where all of the foundational skills built in prior years suddenly have relevance. They serve as a bridge between classroom learning and real-world application, empowering students to demonstrate their readiness to embark on their next chapter, whether that be in higher education or the workforce.

How Capstones Improve Learning

Capstones create meaning in a learner’s life that can be transformational. Our philosophy at Unrulr is: when learners see the relevancy of learning a technical skill— and it's documented, shared, and celebrated—they're going to learn it at a much faster rate than had they not seen the relevancy. Also, the data shows that capstones or senior projects can help 12th graders avoid "senioritis" by providing students with a reason to remain engaged.

The main goal of capstone projects is to promote comprehensive learning. They aim to nurture a wide range of 21st century skills that go beyond subject-specific knowledge:

Application of Learning: Capstone projects bridge the gap between theory and practice. They encourage high school students to apply what they've learned in various subjects to real-world situations, enhancing their understanding and retention of knowledge.

Deepened Understanding: By immersing themselves in a specific topic of interest, students gain a deeper understanding of complex issues and nuances that traditional classroom settings may not fully capture.

Interdisciplinary Learning: Capstone projects often require high school students to draw from multiple disciplines to address multifaceted challenges. This interdisciplinary approach nurtures a holistic view of problems and solutions.

Research Skills: Students develop research skills, from conducting literature reviews to collecting and analyzing data to interviewing key stakeholders, fostering a foundation for academic and professional pursuits.

Critical Thinking: The complexities of capstone projects demand critical thinking. Students learn to evaluate information, assess perspectives, and make well-reasoned decisions.

Problem-Solving: Engaging in capstone projects hones problem-solving abilities. Students encounter obstacles, experiment with solutions, and adapt strategies as needed.

Creativity: Students have the opportunity to explore creative solutions and innovative approaches, encouraging imaginative thinking and originality. Additionally, students have the opportunity to work on creative projects, such as art installations or performances.

Communication: Capstone projects teach students to effectively convey ideas, findings, and progress. Students refine skills in expressing complex concepts, adapting messages, collaborating in teams, and delivering confident presentations. Additionally, regular reflection moments foster self-awareness and a deeper understanding of their journey.

How Capstones Help Students Get Into College

In an increasingly competitive landscape, college admissions seek students who exhibit not only academic prowess but also a commitment to growth and a willingness to embrace challenges. High school capstone projects provide a perfect platform for students to stand out.

Learners are able to showcase evidence of who they are and what they've worked on. Regardless of GPA or SAT score, when a college can see who a learner is and what they're capable of— what they care about— it’s so much more valuable than just a narrative essay.

When detailed in college applications, capstone projects showcase a student's dedication, initiative, and ability to see a long-term project through to completion. Admissions officers recognize that these projects demand a level of commitment and resilience that goes beyond standardized testing, and indicate a student's potential for success in college and beyond.

How Capstones Prepare Students for Life After Graduation

High school capstone projects have a significant advantage: they mirror the demands of the real world. From project planning and research to time management and effective communication, students gain practical skills that extend far beyond their classrooms. The collaborative nature of many capstone projects also cultivates teamwork and interpersonal skills, essential in today's interconnected world.

Also, capstone projects often require students to engage with their communities. This engagement nurtures civic responsibility and a deep understanding of the societal impact of their work. As they identify and address real issues, students learn the value of empathy, cultural awareness, and ethical decision-making—these are critical SEL skills.

We’ve seen capstones and the work that's come out of them be used for jobs and internships. A learner is able to showcase what they've built and how they worked on it. When projects are documented, this kind of evidence is appealing to potential employers, and can be more impactful than a generic resume that blends in with the rest.

Capstones can build confidence for learners by providing an opportunity to test out ideas in the safe environment of a school. Learners can launch entrepreneurial ventures, lead impactful campaigns, or champion social justice initiatives, and then they can carry that forward after graduation and into their future careers.

Real-World Capstone Example: Student Farmers Market

“Don’t let your age stop you." - Chris Blake (Trinity's teacher)

Trinity embarked on an environmental science capstone project during her senior year. Her challenge was to enhance the school's sustainability. She identified a major issue faced by her school and the larger community: the heavy reliance on imported food in Hawaiʻi.

Empowered by the agency to choose her own direction, Trinity initiated an on-campus, student-led farmer's market. Through this endeavor, she honed various skills, even delving into web design to create a  website for the market. This experience ignited her passion for sustainability and farmers markets. It also boosted her self-confidence and taught her to leverage her age to her own benefit.

After graduating and attending a youth entrepreneurship summer camp, Trinity co-founded Mauka Market , the world’s first regenerative e-commerce and pop-up marketplace. Trinity's journey has culminated in her sole ownership of Mauka Market.

To learn more about Trinity's inspiring journey, listen to our podcast episode .

Capstone Project Ideas

Here are a few more examples of middle school or high school capstone project ideas that highlight some of the possibilities:

1. Design a Sustainable Energy Solution for the School | STEM

Students in this project might investigate renewable energy sources, conduct energy audits, and propose innovative ways to reduce the school's carbon footprint and stem environmental degradation. They could then design and build wind turbines or set up solar panels and analyze the cost-effectiveness of their solutions.

2. Create a Social Impact Documentary | Humanities

Students interested in social issues might create a documentary that sheds light on a particular challenge in their community, such as mental health challenges or food insecurity. They would conduct interviews, gather data, and present their findings through a compelling film that raises awareness and encourages change.

3. Curate an Art Exhibition | Arts

Artistic students could curate an art exhibition that explores a specific theme, technique, or art movement. They would select artworks, write artist statements, and design the exhibition space to convey a narrative to visitors. Student could be encouraged to collaborate with their peers to coordinate a larger art show, providing the opportunity to develop their communication and cooperative planning skills.

4. Establish a Community or School Garden | Community Service

Students interested in a community service project might initiate a project to establish a local community or school garden. They would plan the garden layout, engage the community (or school), and document the garden's development, from seed planting to harvest. For an added STEM component, students could try different methods of gardening across multiple plots and collect and analyze data on growth rates.

5. Launch a Student-Run Business | Business & Entrepreneurship

Entrepreneurial students might start a business within their school, such as a student-run café or an online store. They would handle all aspects, from market research and product development to marketing and financial management.

Personalizing Student Projects

Keep in mind, projects should be personalized to the interests and skillset of each student, while also taking into account your learning community's unique learning objects or portrait of a graduate. A well-planned capstone experience will help prepare students for college and their professional careers. Devoting class time to guide students through introspection and identity reflection will significantly aid in preparing them to generate project ideas that hold personal meaning and captivate their interest.

How to implement capstone projects

Successfully integrating capstone projects with your learners involves several crucial stages:

1. Ideation Encourage learners to explore their interests, identifying topics that resonate with them. In addition, have students consider what impact they want to create in their community. This phase is about sparking curiosity and allowing them to select projects that will hold their attention over the course of a semester or year. For a helpful exercise you can run with your students, check out our Heart, Head, and Purpose lesson plan .

2. Research: Guide students in conducting thorough research related to their chosen topics. This phase is essential for building a strong foundation of knowledge and understanding, which will inform the entire capstone journey.

3. Project Management & Planning: Teach project management skills that enable students to break their projects into manageable steps. Encourage students to create a quarter, semester, or year-long plan, depending on the duration of the capstone project. This stage emphasizes effective organization and time management, ensuring that progress remains steady.

4. Project Implementation & Documentation: This is the heart of the capstone journey. Students actively work on their projects, translating ideas into tangible outcomes. Simultaneously, they document and reflect on their progress, challenges, and successes to create a comprehensive record to draw from during their final presentations.

5. Final Presentation/Showcase: Offer students the opportunity to present their finished projects to an audience of key stakeholders at a culminating showcase event. This stage hones communication and public speaking skills, allowing learners to articulate their findings, insights, and the learning journey itself.

6. Reflection & Assessment: After completing their projects, encourage students to reflect on the entire experience. This process aids in recognizing personal growth, skill development, and the challenges overcome. Use these reflections to assess the overall effectiveness of the capstone process.

By carefully guiding learners through these stages, you create a structured and meaningful capstone experience that fosters skill development, critical thinking, and self-confidence.

Tips for running capstone projects

Sold on capstones? Here are our tips for running successful capstone projects:

Tip #1: Cultivate skills ahead of senior year (or 8th grade)

Begin laying the groundwork for capstone success by nurturing essential skills well before students reach their final year.

By initiating skill development at an earlier stage, educators can effectively equip learners with the capabilities and confidence needed to excel in their culminating project.

Tip #2: Implement weekly check-ins for clear progress tracking

Consider incorporating a weekly check-in system to keep tabs on your learners' progress. It will be the first time that many students will be embarking on a long-term project or being tasked with transforming their ideas into tangible realities. This transition can be overwhelming. To smooth this process, offer supportive scaffolding and introduce project management concepts.

By establishing weekly check-ins, you create a valuable framework for following your learners' progress and providing timely guidance.

Tip #3: Embrace your learners' identities, skills, and passions

A crucial aspect of capstone success is aligning it with your learners' unique identities, backgrounds, and life experiences. To do this, foster a culture of openness and trust through thorough ideation and an emphasis on vulnerability. Give ample space for learners to explore their interests, skills, and capacities, as well as the problems they aspire to solve in the world.

By dedicating time to these aspects, you enhance the overall value of the capstone experience.

Tip #4: Foster a capstone community

It’s important to engage essential players within the school ecosystem as you shape your program. This includes collaborating with college counseling, admissions teams, and the advancement office to facilitate mentorship opportunities for students. Equally vital is the participation of department heads (e.g. English and Social Studies) to co-create rubrics and align essential components of the capstone experience. By seamlessly weaving these elements into the fabric of existing courses, you create a continuous connection from ninth grade to twelfth grade.

Consider organizing several exhibition days throughout the capstone journey, rather than just at the end, to ensure that key stakeholders in a learner's academic journey remain informed and involved in the capstone experience. Capstones possess the remarkable potential to transform learning into a truly community-driven endeavor.

Unrulr: The ultimate capstone tool

Unrulr addresses a common challenge for capstone educators: how to monitor students' progress without overwhelming them with assignments and rigid milestones.

Unrulr empowers students to shape their capstone narratives and share their ongoing progress by documenting the evolution of their projects and capturing their reflections throughout their learning journey.

Learners can delve into each other's posts and reflections and add comments, transforming their capstone experience into an active and collaborative community.

Book a demo or create an Unrulr account today.

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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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About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

Project Plan Template for Capstone

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Main Elements of a Project Plan Template for Capstone

• Detailed plan
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How to Use a Capstone Project Plan Template

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Designing Capstone Experiences

Main navigation.

Starting with the graduating class of 2025, all Stanford undergraduates are required to complete a capstone project as part of their major (see  capstone.stanford.edu ).

Capstones have been identified as a high-impact educational practice , providing opportunities for students to integrate and apply what they have learned during their major courses of study, strengthen relationships with instructors and mentors, and experience a range of personal and practical benefits.

CTL is excited to support departments and programs in the implementation of capstones. For all questions, email Kenneth Ligda at [email protected] , or file a CTL consultation request .

Exemplary capstone projects at Stanford

Capstones may take many forms, ranging from honors theses to community projects, seminars to group projects, e-Portfolios to research papers.

Many models for successful capstones already exist across Stanford departments and programs. Here, we provide a few exemplars to give a sense of both the possibilities and practicalities in this work.

Each of these capstone exemplars excel in two critical areas:

• providing opportunities for student-guided learning
• structuring experiences to help students meet challenging goals.

Through the capstone, students are often tasked with open-ended questions that push them to find novel or original answers. This offers students a unique opportunity to explore their own interests and direct their own learning. Whether students work on a team-based or individual project, they must use the knowledge and skills they have gained throughout their education to tackle complex problems that are often interdisciplinary in nature.

Preparing students for this kind of work can be challenging. A good place to start is with the learning goals from our capstone exemplars. The instructors identify important learning goals for their students that will help them transition into independent work and guide their own learning throughout the capstone.

But what happens when a student struggles with these ambitious learning goals? The capstone exemplars also discuss how their capstones have evolved over time to provide students with continuous support and feedback to help them throughout their capstone experience. The instructors describe how their capstones are structured to ensure students have clear guidelines at the start of their capstone and multiple checkpoints to meet the intended capstone learning goals. 

Urban Studies

Bioengineering

Religious Studies

Human Biology

CTL offers the Capstone Experience Design (CapED)  program to all departments and programs conferring undergraduate major degrees.

CapED is a two-day intensive to focus efforts on designing a successful capstone experiences. Modeled after CTL’s renowned Course Design Institute (CDI), CapED provides departments and programs a collaborative environment in which to design capstone experiences for their majors. Teams or individuals are welcome, and may include faculty, lecturers, staff, and undergraduate majors.

In CapED, we apply current research in teaching and learning to design effective and inclusive capstone projects suitable for diverse student majors. Learning goals for CapED participants include:

• Articulating student learning goals for the capstone project
• Drafting a capstone curriculum aligned with capstone learning goals and the major curriculum
• Integrating research-based practices into the capstone curriculum
• Evaluating capstone design to ensure equity and inclusion for all majors
• Receiving feedback from mentors in departments/programs with a capstone project

CapED Workshops and Materials

We are not currently planning another instance of CapED, but if you or your department/program are interested, please contact Kenny Ligda, [email protected] , for workshop materials or for a customized offering for your group.

• Understanding the Basics of a DNP Project
• How to Develop a DNP Project Using an Evidence-Based Approach
• Stages and Components of a DNP Project
• DNP Project Ideas

Sponsored School(s)

The Doctor of Nursing Practice DNP project represents the culmination of your doctoral studies and an opportunity for you to translate your acquired knowledge into practice. It is also the epitome of the practice-focused DNP and an essential part of the integrative practice experience. Preparing your DNP project is an exciting time, as it allows you to lay the groundwork for future scholarship while at the same time giving you a chance to make a potentially meaningful contribution to improving nursing practice and patient outcomes.

In a whitepaper published in August 2015 entitled The Doctor of Nursing Practice: Current Issues and Clarifying Recommendations , the AACN recommended that the DNP Project be referred to simply as the “DNP Project” as a way to distinguish it from final projects in other types of graduate programs. While the term DNP Project is still commonly used, it’s worth noting that schools and professional organizations are in the process of uniformly adopting the term “DNP Project.”

Here’s what you’ll want to know:

What is a DNP Project?

A DNP project is the umbrella term used to describe a scholarly project with the express purpose of translating evidence into practice. You may also hear it referred to as a final or research DNP project. Your DNP project will reflect your specialization/area of interest, allowing you to delve deep and create a project focused on clinical practice . You will use your DNP project to demonstrate mastery of your advanced nursing specialty.

Fortunately, given the wide breadth of clinical nursing practice, your choices for a DNP project are nearly limitless.

For example, your DNP project may be a practice portfolio that explores the impact or outcomes of nursing practice, or it may be a practice change initiative represented by a program evaluation. It may be a quality improvement project, a consulting project, or the evaluation of a new practice model. It may be a practice topic dissemination, a systemic review, or a manuscript submitted for publication—and that’s just to start.

Although DNP projects may take on various forms, depending on your college/university’s requirements and your area of advanced nursing practice, all DNP projects have three things in common: They all include planning, implementation, and evaluation components.

These components reflect the American Association of Colleges of Nursing’s (AACN) DNP Essentials, which states that a DNP project should be able to successfully integrate some or all of the following into practice:

• Focus on a change that impacts healthcare outcomes through either direct or indirect care
• Have a systems (micro-, meso-, or macro-level) or population/aggregate focus
• Implement the appropriate area of practice
• Include a plan for sustainability (e.g., financial, systems, or political realities)
• Include an evaluation of processes and/or outcomes

All projects should be designed so that processes/outcomes can be evaluated to guide practice and policy, and all should provide a foundation for future practice scholarship.

What is the Purpose of the DNP Project?

The goal of the DNP project is to inform the methods you will use to deliver care and educate others in your chosen population/community. You will use the DNP project to demonstrate your ability to lead and practice at the highest level of clinical nursing practice.

You will be asked to integrate a number of skills into your final project:

• Expertise in reflective practice
• Expertise in your area of interest
• Independent practice inquiry (identifying existing problems/needs in nursing practice and/or healthcare systems)
• The ability to evaluate, translate, and use research and evidence to improve health and quality of care outcomes
• Organizational and systems leadership skills (developing, implementing, and evaluating interventions to improve outcomes for diverse populations and/or communities)
• Knowledge of advanced healthcare policy, ethics, and law to develop a population-based program based on the best available and current evidence

Back to Top

This is your time to shine, so don’t let the task of choosing a DNP project stress you out.

Using your area of clinical expertise as a springboard, develop your project using an evidence-based process:

• Formulate a well-developed question: Describe an innovation or clinical inquiry; identify a problem/issue
• Review the literature to identify evidence-based resources that answer your question: Apply the best evidence from literature
• Assess the validity of your resources using evidence: Collect data using standard and acceptable methods/tools
• Apply that evidence: Define outcomes to be measured upon implementation
• Implement outcomes and/or analyze results: Re-evaluate the application and identify areas for improvement

An example of how one DNP student followed this 5-step evidence-based process to develop a change project with the goal of increasing vaccination among healthcare personnel working in a college:

Step 1. A change project was initiated to increase influenza vaccination among healthcare personnel at a college

Step 2. Barriers to vaccination as well as factors that would help facilitate vaccination were identified using a pre-intervention questionnaire survey

Step 3. Interventions were planned based on the findings of the pre-intervention questionnaire survey

Step 4. Interventions were implemented

Step 5. The effectiveness of the interventions was assessed through a post-intervention survey

An example of how one DNP student followed this 5-step evidence-based process to develop a quality improvement project with the goal of reducing delays in treatment for patients with hand trauma:

Step 1. A quality improvement project was initiated to avoid delays in care for patients with hand trauma

Step 2. Over 2,000 consultations and notes from emergency room and urgent care departments were reviewed to assess adherence to guidelines for treating hand trauma

Step 3. Factors associated with a lack of adherence to treatment guidelines were identified

Step 5. Outcomes were assessed

Questions to Ask

One of the best ways to ensure your DNP project accomplishes your objectives is to ask yourself questions to make sure the project meets the required standards:

• Does my project focus on individuals, communities, populations, and/or systems?
• What problems/issues will my project address?
• Is my DNP project grounded in clinical practice? Will it solve problems or directly inform my practice?
• Will my project demonstrate mastery of DNP competencies achieved through my doctoral education?
• Is my project supported by evidence provided through existing literature?
• Does my project address outcomes associated with patients and healthcare?
• Does my project provide a foundation for future scholarship in nursing?
• Executive summary of the project
• Introduction to the project
• Description of the problem, how it is defined, and the clinical setting/environment and target environment
• Data supporting the existence of the problem
• Description of the creative approach to resolving the problem

The steps required to complete a DNP project will also vary somewhat from one program to the next. Generally speaking, DNP projects include the following stages:

• Student identifies a focus area for the DNP project.
• A Capstone Chairperson is selected based on mutual agreement of the student and faculty member and the clinical/scholarly interests and area of expertise of the faculty member. Note: Careful selection of a capstone chairperson is important, as the student and chairperson will develop a plan of study and work closely throughout the process .
• Student selects a Capstone Committee (usually includes at least three faculty members, one of whom is the Capstone Chairperson).
• Student earns eligibility to defend the capstone proposal (the proposal must be formally approved by all Committee members).
• Student works with Capstone Chairperson to develop the proposal, using the Committee in an advisory capacity, as needed.
• Student prepares and distributes the proposal defense to the Committee members.
• Student arranges a meeting of the Committee to discuss the proposal and to rule on its acceptability (Committee members ensure the proposal’s feasibility, clinical relevance, and quality.).
• Upon acceptance of the proposal, the student begins the process of implementing the DNP project (must receive administrative approval for all steps of the project).
• Student schedules the final defense of the DNP project upon completing the written project and upon getting approval from the Capstone Chairperson.
• Student distributes the final copy to the Committee members and prepares for the oral defense of the DNP project.
• Committee members critique the project, identify any changes or additional work to be done, and determine the outcome of the DNP project defense.
• Smoking Cessation Program for Patients with Coronary Artery Disease
• Safe Foot Care in African American Type 2 Diabetes
• A Community Based Approach to Promoting Nutritional Awareness and Improving Dietary Habits
• Standardized Procedure for Assessment and Documentation of Pain in Long-Term Care
• Evidence-Based Practice Update for Nurse Practitioners in Urgent Care
• Strategies to Improve Patient Flow in an Urgent Care Facility
• Empowering Community Health: A Faith-Based Approach
• A Medication Safety Education Program to Reduce the Risk of Harm Caused by Medication Errors
• Integrated Model of Dementia Care in a Nursing Home
• An Evaluation of a School-Based Asthma Protocol
• A Strategy to Reduce Distress Among Isolated Blood and Marrow Transplant Patients Post-Transplantation
• An Evidence-Based Toolkit to Prevent Meningococcal Meningitis in College Students
• An Evidence-Based Ovarian Cancer Education Toolkit: A Pilot Study
• Consequences, Prevention, and Treatment of Childhood Overweight and Obesity
• Prevalence of Symptoms in Multiple Sclerosis Patients
• Obesity Prevention in Young Children
• Predictors of the First-Year Nursing Student at Risk for Early Departure
• The Predictive Value of Second Trimester Blood Pressures on the Development of Preeclampsia
• Nursing Informatics Certification and Competencies: A Report on the Current State and Recommendations for the Future
• Development of a Web-Based Health Information Database and Call Center
• Translation of Autism Screening Research into Practice
• Effectiveness of Chronic Disease Self-Management Programs for Mentally Ill Inmates with Diabetes
• Optimizing Inpatient Heart Failure Education to Support Self-Care After Discharge
• Strategic Plan for a Patient-Centered Medical Home Adaptation
• Development of a Virtual Nursing Learning Lounge to Bridge the Practice Gap
• Leadership, Advocacy, and Policy: Development of a Professional Organization for Doctors of Nursing Practice
• Media Influence on Nutritional Choices in School-Age Children
• Interdisciplinary Simulation Training for Evidence-Based Obstetric Crisis Management
• A Web-Based Group Intervention for Patients with Recurrent or Metastatic Pancreatic Cancer
• Evaluation of Pain Management Practices Among Laboring Women
• A Multi-Method Approach to Evaluating Online Distance Learning in Nursing Education
• Effects of Health Education on Nutrition and Physical Activity of School Children
• Clinical-Academic Partnership Education and Socialization into the Nursing Role
• Development of a Strategic Plan for a Dedicated Education Unit and Clinical Teaching Associate Role
• A Strategic Plan for Promoting Health in the Hispanic/Latino Population through Internet-Based Social Networks
• A Criterion-Based Job Description and Performance Assessment for the Advanced Practice Nurse
• A Strategic Plan for the Development of an Inpatient Hospice Program
• Deploying a Geriatric Nurse Practitioner in an Emergency Department to Improve Outcomes for Geriatric Patients
• Implementing Evidence-Based Practice in an Acute-Care Hospital
• A Strategic Plan for the Development of a Model of Care for HIV Co-Infected Diabetics in an Inner-City Clinic
• Implementation of Routine HIV Testing for the Hospitalized Patient
• Development of an Evidence-Based, In-Patient Alcohol Detoxification Guideline for Culturally Diverse Adults
• Conducting a Randomized Household Survey in an Underserved Urban Community
• Fall Prevention in the Medical Surgical Setting
• A Comprehensive Systematic Review of the Influence of Transformational Leadership Style on Nursing Staff in Acute Care Hospitals

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7. Mapping Out your Capstone Project

Learning Objectives

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

• Explain how visual mapping can be used to organize knowledge and structure for your capstone project.
• Compare and contrast Logic Models and Concept Maps
• Explain how Problem Tree and Root Cause analyses can help you better understand identified problems, issues, or needs and develop methods for addressing them.
• Utilize a SWOT analysis for strategic planning of the capstone process.

This chapter focuses on visual mapping tools that can help you plan and implement your capstone project.  The purpose of Logic Models and Concept Mapping in relation to capstone projects are explained.  Problem Tree and Root Cause analyses are described in the context of identifying and planning for capstone project development.  Strength, Weakness, Opportunities, and Threats (SWOT) Analysis, as a strategic planning model for capstone development, is also discussed.

Introduction

Visual mapping, as a capstone planning tool,  is an excellent way to organize knowledge that can help you to structure, address,  and systematically approach your capstone topic.  A Logic Model is a graphic depiction, or road map, that presents the shared relationships among resources, activities, outputs, and outcomes/impacts of your capstone project’s activities.  The intended effect of a Logic Model is the “if-then” relationship among the project’s elements (Centers for Disease Control and Prevention [CDC], 2018).  Concept mapping is a useful tool that can be used to define your theoretical framework and to visually display how it is applied to your literature review (Grant & Osanloo, 2016).  Problem Tree analysis, also referred to as Situational analysis, can be used for project planning.  Problem Tree analysis can help you find solutions to an identified problem, issue, or need by mapping out the anatomy of the cause and effect (Luma Institute, 2021).  Root Cause analysis can be used to discover the root causes of a problem, issue, or need to identify appropriate solutions (Guavera, 2018).  Finally, a SWOT  Analysis is a dynamic planning model that can be used to plot out a future course for your capstone project by acting on strengths, while minimizing associated risks.  It is important for students to develop knowledge and skills with visual mapping models and techniques in order to enhance their capstone project planning and development.

Logic Models

Logic Models provide a visual representation of an entire program in a flow chart format. Logic Models are a systematic and visual way to present and share your understanding of the relationships among the resources you have compiled to conduct your capstone project, the activities planned for implementation, and the anticipated changes or results from project/program implementation.

Components of a Logic Model

Logic models can focus on any level of a program:  the entire organization, one of its component departments or programs, or just specific parts of a department or a program.  Although logic models differ widely in format and level of detail, the following key terms should be considered in its development (Refer to Table 7.1:  Key Terms Used in Logic Models)

Table 7.1:  Key Terms Used in Logic Models

Sources:  Centers for Disease Control and Prevention [CDC]. (2018, December 12). Framework step 2 checklist . Centers for

Disease Control and Prevention. Retrieved September 18, 2022, from https://www.cdc.gov/evaluation/steps/step2/index.htm; Doll, J. D. (2010). Program development and grant writing in Occupational therapy: Making the connection . Jones and Bartlett Publishers. (Refer to Appendix 7.A:  Sample Logic Model:  Community-Based Diabetes Prevention Program).

Concept Mapping

Concept mapping is a useful tool that can be used to define your theoretical framework and to visually display how it is applied to your capstone project’s literature review.  Basically, concept mapping is a process for representing and organizing ideas using pictures. The goal of a concept map is to simplify complex concepts using circles, boxes, and/or other shapes that are linked with arrows carrying explanatory legends that depict pictorial connections between ideas (Grant & Osonloo, 2016).

A concept map offers you an instrument to draw a plan for how you will approach your capstone project within a specific theoretical framework.  First, you should review literature and organize key issues of interest related to your topic.  These are the foundational concepts that support your chosen theory.  Next, arrange your ideas in a hierarchical, logical structure.  You can start with general ideas and funnel your thinking down to more specific, related topics and ideas.  Each idea should have a clear purpose and significance in relation to the aggregate topic.  Readers of your capstone project should begin to see a clear picture of your ideas by previewing the organization and identification of your key topics.  Visual arrows and connectors should provide insight into how concepts are aligned and connected and illustrate the flow of ideas.  Lastly, frame out your entire map with your theoretical framework and your PIO/PICO question (Grant & Osonloo, 2016).  Concept maps will help you write a clear literature review in an organized manner that is aligned with your chosen theoretical framework (Refer to Table 7.2:  Items to be Included in a Literature Review Rooted in Theory).

Table 7.2:  Items to be Included in a Literature Review Rooted in Theory

Source:  Grant, C. & Osanloo, A. (2016). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house”. Administrative issues journal: connecting education, practice, and research ,  4 (2),7.

The ability to construct a concept map illustrates two essential properties of understanding:  the representation and the organization of ideas.  A holistic view of your developing concept map will allow you to view concepts that may or may not fit with your theoretical framework.  Your capstone instructors, and mentor can help you evaluate the feasibility of the theory, plan, and approach to your capstone project (Grant & Osonloo, 2016). (Refer to Appendix 7.B:  Sample Concept Map:  Person-Environment-Occupation Model).

Problem-Tree Analysis

Problem Tree Analysis provides a template for mapping causes and effects to better understand the chain of connected circumstances that led to a current issue, problem, or need.  Using the tree as a metaphor, you separate the causes (roots) from the effects (branches) of a central issue (trunk).  Problem Tree Analysis provides a structured way for you to identify concerns, discern causes from symptoms, and potentially frame problem statements in a clear manner.  Problem Tree Analysis can help you:

• untangle complex problems
• reveal various causes and effects
• build a shared understanding
• provide a direction for problem-solving

Problem Tree Analysis, which is also known as a Situational analysis or Problem analysis is central in many forms of project and program planning (Luma Institute, 2021).   (Refer to Table 7.3:  Advantages of Problem Tree Analysis).

Table 7.3:  Advantages of Problem Tree Analysis

Source:  Planning tools: Problem tree analysis . ODI. (2014, June 27). Retrieved September 18, 2022, from https://odi.org/en/publications/planning-tools-problem-tree-analysis/  (Refer to Appendix 7.C:  Sample Problem Tree Analysis:  Pediatric HIV)

Root Cause Analysis

Root cause analysis (RCA) is the process of discovering the root causes of problems to identify appropriate solutions.  RCA assumes that it is much more effective to systematically prevent and solve for underlying issues rather than just treating unplanned symptoms and putting out fires.  RCA can be performed with a collection of principles, techniques, and methodologies that can all be leveraged to identify the root cause of an event or trend.  Looking beyond superficial cause and effect, RCA can show where processes or systems failed or caused an issue, problem, or need in the first place. Identifying the root causes of a problem, issue, or need helps in developing more effective strategies to overcome it (Guavera, 2022).  There are three basic types of root causes that can have a potential impact on a problem, need, issue, or event:

• Physical causes
• Human causes
• Organizational causes

The first goal of RCA is to discover the root cause of a problem, issue, need, or event.  The second goal is to fully understand how to fix, compensate, or to learn from any underlying issues within the root cause. The third goal is to apply what we learn from this analysis to systematically prevent future issues or to repeat successes ( Root cause analysis explained: Definition, examples, and methods . Tableau, n.d.).

There are several core principles that guide effective root cause analysis, some of which may be readily apparent while others may not (Refer to Table 7.4:  Core Principles of Root Causes Analysis).

Table 7.4:  Core Principles of Root Cause Analysis

Source:  Root cause analysis explained: Definition, examples, and methods . Tableau. (n.d.). Retrieved September 18, 2022, from https://www.tableau.com/learn/articles/root-cause-analysis

It should be noted that RCA is not a one-size fits all methodology.  Rather, there are many tools, processes, and techniques that can be used in conducting in  RCAs.  Regardless of the technique chosen, the process for Root Cause Analysis remains the same (Refer to Table 7.5:  Root Cause Analysis Process).

It should be noted that RCA is not a one-size fits all methodology.  Rather, there are many tools, processes, and techniques that can be used in conducting in  RCAs.  Regardless of the technique chosen, the process for Root Cause Analysis remains the same (Refer to Table 7.5:  Root Cause Analysis Process)

Table 7.5:  Root Cause Analysis Process

Source:  Guevara, P. (2022, August 12). Root cause analysis: Definition and examples . SafetyCulture. Retrieved September 18, 2022, from https://safetyculture.com/topics/root-cause-analysis/(Refer to Appendix 7.D:  Sample Root Cause Analysis:  Fall-Related Injuries on Behavioral Health Unit)

Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis

A SWOT analysis is a high-level strategic planning model that helps organizations, programs, and/or other entities identify where they are doing well and where they can improve from both an internal and external perspective. A SWOT analysis can help you evaluate your business, program, or other entity by considering multiple factors:

• Strengths and weaknesses (represented as internal factors). Internal factors are considered things that can be controlled.  Examples include team members, program content, and geographical location.
• Opportunities and threats (represented as external factors). External factors are considered things that cannot be controlled.  Examples include policies and regulations, economic trends, and competitors.

Students can use a SWOT analysis to plot out a future course for their capstone project that will focus on project strengths while minimizing risks.  Insights you glean resulting from your SWOT analysis should be used constructively as part of the capstone planning process (Jackson, 2022).

How to Do a SWOT Analysis

Undertaking a SWOT analysis requires planning and organization.  The following steps will take you through the process:

• Step 1: Create a SWOT Matrix (Refer to Figure 7.1:  Sample SWOT Matrix)

Figure 7.1:  Sample SWOT Matrix

• Step 2: Consider including community, program, and capstone project stakeholders.  Including stakeholders input in a SWOT analysis can provide more insight as different perspectives can be considered (Jackson, 2022).
• Step 3: Lists your strengths
• Step 4: List your weaknesses
• Step 5: Identify your opportunities
• Step 6: Identify your potential threats
• Step 7: Examine your Matrix for connections

A SWOT analysis can help you with strategic planning for your capstone project and program development.  This tool can help you define objectives, create priority initiatives to help make them a reality.  Subsequently, a SWOT analysis can help you to identify measures that help to ensure that your capstone project is unfolding optimally (Refer to Appendix 7.E:  Sample SWOT Analysis for a Hospital).

Logic models can be a valuable method for establishing capstone program planning, an implementation plan, and the outcomes or changes you hope to achieve (Doll, 2010).  A concept map is an attempt to make explicit your program’s connection with theory so that it can be reviewed by others. While concepts maps provide a visual representation of how you will approach your capstone project in the context of a specified theoretical framework, logic models provide a graphic depiction that presents the shared relationships among the resources, activities, outcomes, and outcomes/impacts of your capstone project’s identified need, problem, or issue.  Problem Tree and Root Cause Analyses can help you with your capstone project by identifying how to approach a recognized problem, need, or issue.  Finally, a SWOT analysis can be used to evaluate your capstone project by considering multiple internal and external factors that can facilitate effective program development while minimizing risks.

Glynn has continued to meet with their mentor, capstone instructor(s), the institution’s statistician, and librarians.

The guiding theory for Glynn’s research-based capstone project is the Diffusion of Innovations.  After performing a literature search to specifically gain more information about this theory, Glynn created the following:

Appendix 7.E:   Sample SWOT Analysis for a Hospital

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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Capstone Project

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

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

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

• Writing, directing, and filming a public-service announcement that will be aired on public-access television
• Designing and building a product, computer program, app, or robot to address a specific need, such as assisting the disabled
• Interning at a nonprofit organization or a legislator’s office to learn more about strategies and policies intended to address social problems, such as poverty, hunger, or homelessness
• Conducting a scientific study over several months or a year to determine the ecological or environmental impact of changes to a local habitat
• Researching an industry or market, and creating a viable business plan for a proposed company that is then “pitched” to a panel of local business leaders

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

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

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

• Increasing the academic rigor of the senior year. Historically, high school students have taken a lighter course load or left school early during their twelfth-grade year, which can contribute to learning loss or insufficient preparation for first-year college work. A more academically and intellectually challenging senior year, filled with demanding but stimulating learning experiences such as a capstone project, the reasoning goes, can reduce senior-year learning loss , keep students in school longer (or otherwise engaged in learning), and increase preparation for college and work.
• Increasing student motivation and engagement. The creative nature of capstone projects, which are typically self-selected by students and based on personal interests, can strengthen student motivation to learn, particularly during a time (twelfth grade) when academic motivation and engagement tend to wane.
• Increasing educational and career aspirations. By involving students in long-term projects that intersect with personal interests and professional aspirations, capstone projects can help students with future planning, goal setting, postsecondary decisions, and career exploration—particularly for those students who may be unfocused, uncertain, or indecisive about their post-graduation plans and aspirations.
• Improving student confidence and self-perceptions. Capstone projects typically require students to take on new responsibilities, be more self-directed, set goals, and follow through on commitments. Completing such projects can boost self-esteem, build confidence, and teach students about the value of accomplishment. Students may also become role models for younger students, which can cultivate leadership abilities and have positive cultural effects within a school.
• Demonstrating learning and proficiency. As one of many educational strategies broadly known as demonstrations of learning , capstone projects can be used to determine student proficiency (in the acquisition of knowledge and skills) or readiness (for college and work) by requiring them to demonstrate what they have learned over the course of their project

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

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

Alphabetical Search

Capstone Projects for Nursing Programs

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Capstone courses function as a bridge between the end of school and the beginning of a career, allowing nursing students to put what they’ve learned into practice. As the name suggests, students complete capstones toward the end of their nursing training. Not every nursing program requires a capstone, but those that do generally culminate in a bachelor of science in nursing (BSN) or doctor of nursing practice (DNP) degree.

Each nursing program sets their own requirements. While capstone formats differ between programs, they typically consist of an evidence-based practice formal paper or presentation. Students might complete their capstone projects as team leaders, and BSN candidates may present their papers to a faculty panel. Projects could include case studies, program evaluations, and policy analyses.

The focus on evidence-based practice allows students to apply research and experiential evidence toward solving a healthcare problem. For example, candidates may develop intervention strategies that promote health, improve outcomes, enhance quality of life, and foster safe practices for patients.

Capstone goals center on the application of knowledge gained during nursing training programs, including topics related to leadership , management, research, theories, and evidence-based practice, along with the strategies needed to transition from students to baccalaureate-level nurses.

Choosing Your Nursing Capstone Topic

When selecting a capstone topic, students should evaluate their interests, strengths, and weaknesses, along with their chosen nursing specialty area. Luther College recommends that students with lower GPAs and weaker nursing skills consider a basic medical-surgical topic. Those with strong clinical skills and high GPAs might choose emergency or intensive care medicine, although some students might prefer outpatient topics, such as clinical services, long-term care, or public health. However, this is simply an example of one school’s approach, and readers should keep in mind that each school sets its own policies and recommendations.

Asking for guidance from faculty, supervisors, preceptors, and fellow students also helps narrow down capstone topics. Advisors can also provide assistance in choosing an appropriate capstone site, helping with questions of geographical location, facility size, patient population, and care delivery model.

Students develop and learn the skills needed to complete their capstones throughout their training. These include organization and time management, knowledge of evidence-based practice, writing, and critical thinking. They also learn to conduct literature searches, identify research designs, and evaluate evidence.

Completing Your Nursing Capstone

Capstone formats and completion times widely vary between programs. Students at Luther College and Purdue University Northwest complete their capstones in 4-5 weeks, while Ferris State University specifies a timeframe of 30 hours of online classes and 90 hours of applied project work. Case Western Reserve University’s capstone spans 10 weeks.

Regardless of the program, most students follow a PICO format for project proposal questions of inquiry: population, intervention, comparison or condition, and outcome.

Some universities allow capstone projects to be completed in teams, in which students develop and implement the project. Capstone components may include defining the project and the team leader’s role, selecting team members, and formulating the project plan.

In addition to the skills previously referenced, such as knowledge of evidence-based care, critical thinking, and effective writing, capstone courses hone leadership and management abilities These include mastering therapeutic communication, applying leadership and management concepts, and developing collaborative relationships and working on multidisciplinary teams.

Presenting Your Nursing Capstone

The capstone process culminates in a paper or presentation that measures students’ skills in communication, information dissemination, and application of evidence-based practice skills. Members of the public may attend.

Utilizing the poster format, students commonly use three panels to illustrate: (1) the background, problem, and purpose; (2) methodology; and (3) 2-3 key findings and implications. Students who present using PowerPoint on a laptop or other device should pay attention to time limits, planning for one slide per minute, and verify that equipment and internet connectivity are available.

Visuals like graphs, figures, and bullet points are more effective than large blocks of text . Students should practice presenting in front of others to ensure that they thoroughly know their content and can answer questions. Backing up a copy of a PowerPoint presentation and printing out copies or transparencies guards against last-minute glitches.

How is a Nursing Capstone Graded?

Capstone grading methods differ between programs, with some issuing letter grades and others using a pass/no pass system. Grades typically hinge on a percentage basis of the project’s written sections, the final proposal, and the presentation. Faculty evaluate how students execute the capstone course objectives, which may include the following:

Students’ presentation skill evaluation criteria include exhibiting thorough preparation and knowledge of the subject matter, clear and concise communication, adherence to any time limits, ability to answer questions and cite references, and persuasiveness.

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

Students complete capstones individually or in groups, while thesis projects must be done alone. Capstone project time lengths span between four and 12 weeks, while graduate students work on their thesis projects throughout their 2- to 3-year programs. Graduate thesis courses generally take place over 1-2 semesters to keep students on track.

Finally, capstone topics evaluate current issues and theories; thesis students incorporate existing case studies and literature while exploring and arguing for their own original research. Some schools require students to publish their thesis papers in a healthcare journal.

Reviewed By:

Theresa Granger

Theresa Granger, Ph.D., MN, NP-C With over two decades of teaching and clinical practice as a family nurse practitioner, Dr. Granger is an expert in nursing education and clinical practice at all levels of education (associate, baccalaureate, and graduate). She has published and lectured extensively on nursing education and clinical practice-related content. Her expertise ranges from student advising and mentoring to curricular and content design (both on ground and online) to teaching and formal course delivery. Dr. Granger is one of the founding faculty members of the University of Southern California’s first ever fully online graduate family nurse practitioner program .

Whether you’re looking to get your pre-licensure degree or taking the next step in your career, the education you need could be more affordable than you think. Find the right nursing program for you.

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Guide to The Master’s in Communication Capstone Project

Types of Capstone Projects

Independent capstone projects, capstone course, group capstone projects, portfolio and reflection projects, internship capstone.

Many master’s in communication programs that focus on building students’ practical skills and leadership capabilities within communication sectors such as public relations, advertising and marketing, corporate and organizational communication, and even political communication and campaigning require a capstone project as students’ culminating experience. Unlike traditional theses, which are common for academic and research-oriented master’s in communication programs and have a formal, multi-chapter structure, capstone projects vary widely across programs and often afford students a great deal of flexibility to be creative in their research and final deliverable.

There is substantial variance between how master’s in communication programs design their applied capstone project option. For some programs, the capstone is an independent research-based or industry-centric endeavor that students complete individually while under the guidance of a committee (similar to how students complete a traditional thesis). Other programs, in contrast, may have a dedicated capstone project course wherein students meet project benchmarks that they discuss in class, and also benefit from their instructor’s guidance and peer feedback. Additionally, there are group project capstone experiences where students are divided into teams and tackle one or a variety of projects that aim to integrate all the concepts and skills that they have learned during their enrollment in the program.

Added to this diversity amongst program capstone experiences is the diversity of students’ interests, their professional and academic backgrounds, and whether they are working full-time or part-time while pursuing their graduate degree. Students who are working and want to integrate what they have learned in their program directly into their workplace might complete their capstone project with their current employer. On the other hand, students who have minimal professional experience or who wish to change industries might find an organization or complete a project based off of their own interests, with the intention of featuring their capstone project as a centerpiece of their portfolio when applying for jobs.

This Guide to the Capstone Project is designed to help current and prospective students of master’s in communication programs understand the depth and breadth of possibilities for their capstone project. It features detailed descriptions of common types of capstone project options, as well as insights from faculty members and directors of master’s in communication programs nationwide who were interviewed as part of our Faculty Interview Series .

Despite the variance in capstone project options described above, there are several major categories in terms of general types of projects that students can undertake. From independent projects to professional portfolios and client-centric group projects, there are choices that suit every student’s interests and goals.

The independent project, one of the most common capstone experience options, grants students significant autonomy in crafting their final deliverable. The student works with his or her advisor and committee to determine a project topic that is tailored to the student’s academic interests and career goals. These independent projects can be created specifically for a real industry client, or can be designed around a hypothetical client in some cases. Examples of independent projects include an advertising campaign for an agency, an organizational communication plan for a corporation, or a comprehensive fundraising awareness strategy for a non-profit organization. Students may also have the option to complete an artistic or creative final project, such as writing a play, filming a documentary, or choreographing a dance.

The process to successfully completing the independent capstone project is quite similar to that of the traditional thesis , in that students select a committee of faculty whose research expertise aligns with the topic of their project. Students then conduct their research and complete their final deliverable with close guidance and feedback from their faculty advisor and committee.

Hye-ryeon Lee, Ph.D. the Director of Graduate Studies for the Department of Communicology at the University of Hawaii at Manoa, explained her program’s applied capstone project experience in an interview. “The applied project is very flexible in terms of what [students] can do. […] For example, a student is currently in the process of writing a book as her applied project. Another student developed a volunteer training program for the Make a Wish Foundation. This student talked to the administrators, staff and volunteers of the Foundation to develop a thorough understanding about their operation. She then designed and delivered a training program for new volunteers for the Foundation.”

While independent projects are more flexible in terms of their structure and topic, relative to the master’s thesis, they still require a substantial amount of research and are just as rigorous as theses. Students completing a capstone project use the same research methodologies as those who complete a thesis, but instead of applying their findings to conclusions that contribute to the scholarly literature, they use their insights to directly impact an organization or to design a final product that that is more applied or creative in nature.

Michael B. Goodman, Ph.D., Director the Master of Arts in Corporate Communication at The City University of New York’s Baruch College, explained how this program’s applied project uses academically rigorous communication theories and research methodologies. “Similar to the thesis, students are expected to employ and integrate the theories, communication management practices, and methods that they learn in the program to their research and final product. Students who choose this option are also required to present their results at a professional colloquium,” he noted.

The flexibility of the capstone project allows students to bring in topics from their professional or personal lives. Porter Shreve, Director of Administration for the University of San Francisco’s Master of Arts in Professional Communication, explained how many students in the program use the capstone as a way to examine and address sociocultural issues. “Since we are located in San Francisco near the heart of Silicon Valley, tech development and its reshaping of human communication are very much on our students’ minds,” he said, “I had one student who completed a video-based capstone about women muralists in San Francisco’s Mission District and their struggles with gender discrimination. […] We had [another] student who worked at a successful artificial intelligence startup, and he decided to tie his capstone to projects he had undertaken in the AI field.”

Porter Shreve also emphasized the important role that communication theory and research methodologies play in the capstone project, regardless of selected topic or deliverable. “While students can bring the applied into their capstone projects, their work typically utilizes academic research methodologies such as quantitative and qualitative data gathering and analysis,” he said.

Oftentimes, students use the independent project as an opportunity to create a product that will feature prominently in their portfolio once they graduate. Coy Callison, Ph.D., Associate Dean of Graduate Studies for the College of Media and Communication at Texas Tech University (TTU), explained how one of the students of TTU’s Master of Arts in Mass Communication created a project that directly contributed to her securing a public relations management position. “[Our student] developed a crisis communication campaign for one of the local hospitals here in Lubbock, and she dealt directly with how well people at the hospital understood emergency planning,” he recalled, “[S]he put together an extensive campaign that involved all of the constituents from the staff to the nurses, doctors, and vendors. She surveyed all of these teams to learn how they would prefer to receive this information […and] subsequently put together a comprehensive plan that catered to each team, and the hospital was very happy with it.”

After graduating, this student approached a major hospital in Honolulu with her crisis communication plan, which impressed them so much that they created a position for her, and she became the Crisis Preparedness Director. As this example illustrates, the independent project can be a very helpful stepping stone into a new career or promotion at one’s current job.

While some programs have a capstone project option that involves students working largely independently under the guidance of one or more faculty advisors, other programs have students complete their capstone project while enrolled in a capstone course that provides structure, guidance, and feedback. This is relatively common among online master’s in communication programs, and can be particularly advantageous for students who benefit from weekly meetings that hold them accountable for meeting incremental project deadlines. Capstone courses also provide the benefit of peer discussions and feedback in a forum-like setting. Unlike the independent capstone project, which is highly individualized and can be creative or artistic, projects that are completed as part of a capstone course are often more practical and client-focused in nature.

Richard Holberg, Adjunct Instructor and Team Lead for Southern New Hampshire University’s Online Master of Arts in Communication Program, explained how the capstone course that is part of this program provides students with helpful structure and deadlines. “The first week of the course is when students identify what they want that client and campaign to be. As facilitator of the course, it is my job to make sure that their campaign meets the parameters for the program and has a scope that is manageable within the span of the capstone course,” he said, “We also structure in three milestones that students must meet during their time in the course. First students must identify the client and the type of campaign they want to do, and I review all of their proposals. The second milestone requires them to identify what the focus of their campaign is. What’s the communication need or problem that they are trying to solve?”

Capstone courses vary in how they manage the client-student relationship. Some programs require all the students in a capstone course to work on a single project for one client that agrees to partner with the program. Other programs connect students with multiple clients for individualized or small group capstone projects. Still other programs ask students to find their own client but provide guidance and support during the client search process during class sessions and individual mentoring.

Dionne C. Clemons, Ph.D., former Director of the Master of Arts in Strategic Communication and Public Relations at Trinity Washington University, explained how the capstone course for this program connects students with a wealth of regional clients and partners. “We develop relationships with clients and assign students a client that has strategic communication/PR needs that match what we expect students to demonstrate in their final project,” she explained. Dr. Clemons also noted that one of the advantages of Trinity University’s capstone course is that students connect with a wide variety of clients who can serve as useful professional contacts for students. “Most clients that we align with are partners with Trinity, and they often represent the economy here in DC, meaning that they are management consulting, nonprofit, or government entities,” she added.

Group projects have the advantage of enabling students to take on a project of larger scope than would be possible if they were working individually. Whether completed under the guidance of a faculty advisor or as part of a larger capstone course, group projects also give students the opportunity to demonstrate and hone their teamwork skills while working on an intensive project that mimics the work they will complete in their future jobs. Unlike individual capstone projects which can be industry-focused or creative, and may or may not be client-centric, group capstone projects tend to revolve around an existing client need, such as a marketing campaign for an apparel company, an advocacy initiative for a non-profit organization, or an organizational communication revamp for a corporation.

Janet Steele, Ph.D., who is the Director of George Washington University’s Master of Arts in Global Communication program, explained how this program’s capstone experience is designed to be a team effort. “The capstone is a four-credit group project that students complete over the course of a year. The capstone is handled through the Elliott School of International Affairs,” she said, “At the end of their first year, students meet with a capstone advisor, and decide on their work group. The groups usually consist of three to four students, and together they work with real-world clients on an agreed-upon project. At the end of the program, the group is required to present their project to faculty, and to show us the work they did for their client.”

For some programs, the capstone group project is an opportunity for students to flex their leadership and project management abilities. Arabella Pollack, MBA, who is the Deputy Academic Director of the Master’s in Strategic Communication Programs at Columbia University, explained how Columbia University’s program emphasizes team projects from the beginning in order to prepare students for collaborative work on their capstone.

“Throughout all our other courses there is a lot of project work, lots of teamwork focusing on real-life scenarios, whether it is case studies or hypothetical situations from their current place of employment or other organizations. Students are constantly thinking about how they put the concepts they learn into practice,” she said, “When it comes to the Capstone we take it to another level. We work with real organizations that have a communication challenge they’re tackling. And students work in small teams to address this problem through guided independent study over the course of a semester. This includes conducting their own primary and secondary research. They conduct focus groups, quantitative and fully representative surveys, and other assessments and deep dives into data. They’re constantly working with the sponsor in an almost consulting relationship (though sponsors do not pay for students’ work). At the end of the semester, students present their findings and recommendations to the sponsor.”

Just as some master’s in communication programs require students to take a capstone course for their individual capstone project, some programs that have a group capstone project requirement also incorporate the capstone as part of a larger guided capstone course. As noted above, this is quite common for online master’s in communication programs.

Michael Weigold, Ph.D., who is the Director of Distance Education at the University of Florida’s College of Journalism and Communications, explained how the University’s Online Master of Arts in Mass Communication culminates in a capstone class where students are assigned groups and tackle a team project in largely the same way they would do so in an industry setting. “All of the Capstone projects are completed through group work, and this is by design, because all the members of our advisory council have reiterated the importance of people who know how to work optimally in teams,” he said, “During their work on their project, students have the mentorship of the Capstone course instructor.”

Some industry-focused master’s in communication programs require students to complete a portfolio that represents the depth and breadth of their professional skills, experience, and interests. This capstone requirement typically involves students reviewing their work over the course of their enrollment in the program, and selecting assignments from past classes that are representative of the strengths they would like to showcase to potential employers. As a highly industry-focused and functional capstone project, portfolios are typically required to be in online or e-portfolio form (such as a website) for maximum visibility. In addition, most programs with a portfolio capstone also require students to write a reflective essay that synthesizes the concepts, skills, and issues explored during their classes.

Programs tend to vary in terms of their precise parameters for the portfolio. While some programs may be flexible as to what students decide to include, others may have more established requirements to ensure adequate diversity within each student’s portfolio. Sunny Stalter-Pace, Ph.D., the Director of Graduate Studies for Auburn University’s English Department, explained the capstone portfolio requirement for Auburn University’s Master of Technical and Professional Communication. “The portfolio requirements are as follows: a portfolio website of the student’s own design, and which follows best practices for coding, writing, editing, and professional communication ethics; a 2000-word memo that elaborates on the major technical and professional communication issues that the student has discerned based off of his or her coursework, and which makes suggestions as to how to address these issues; five exemplary pieces of print or online content that the student has completed during his or her tenure in the program, accompanied by a 500-word analysis for each of these pieces of content; and an edited resume or curriculum vitae,” she said.

Texas Tech University’s Master of Arts in Technical Communication, on the other hand, has slightly different portfolio requirements. Craig Baehr, Ph.D., Director of this graduate program, outlined the portfolio’s parameters. “The Master of Arts in Technical Communication portfolio is comprised of two key components: learning artifacts and a reflective essay,” he explained, “Students must include three to six artifacts in their portfolio, one of which must be an academic or research paper, while another must be a practical project in technical communication. […] Examples of artifacts students might include in their portfolio include an analytical report or a feasibility study they wrote for a technical reports class, a web-based training module that they developed for the instructional design course, or a visual infographic they developed for the document design or information visualization course.”

The portfolio is an opportunity for students to not only showcase their skills, but to also benefit from mentorship and feedback from their instructors. Frederica Fornaciari, Ph.D., who is the Academic Program Director for the Master of Arts in Strategic Communications at National University, explained how this program’s capstone option is, in many ways, a career workshop course. “During the Capstone Project students reflect upon their chosen career path, analyze the market in their field of choice, and draw the connections between their own learning experience at National University and the skills necessary to successfully enter their career of choice,” she said, “[Students] develop a market analysis for their field of choice, looking at possible job openings, exploring job descriptions, and collecting valuable information about their desired job’s outlook from sources such as the Bureau of Labor Statistics. Then, students complete a reflective journal to reflect upon their learning experience at National University, and start drawing connections between their acquired toolkits and current market needs.”

Internship capstone options are somewhat less common than other types of capstone experiences, due to the fact that many industry-oriented master’s in communication programs have students who are already working either full-time or part-time while completing their degree. However, for students who have the weekly availability to complete an internship, this capstone experience option can be very helpful by immersing students in the work settings that interest them and connecting them with potential employers well before they graduate. Examples of graduate internships in communication include working for a local newspaper outlet, interning in the public relations department of a corporation, or working at a marketing agency.

Nadia Kaneva, Ph.D., who is the Director of the Master of Arts in Media and Public Communication Program at the University of Denver, described this program’s internship option as particularly advantageous for students interested in entering industry. “We believe that research and practice must go hand in hand as they work to address real-world problems,” she said, “[Based] on their own goals and interests, students can choose between completing a professional internship, a master’s thesis, or a substantial research paper as a capstone experience. […] Typically, students who wish to pursue a professional career opt for an internship. Our internship program is highly regarded by employers and we have seen many cases where an internship turns into a job offer upon graduation.”

Master’s in communication programs that offer an internship option for the culminating experience may connect students with potential internship sites and supervisors, or require students to identify an internship site on their own. The internship capstone option is often accompanied by an additional requirement that prompts students to reflect on the relevance of their internship work to their master’s program and future career. “At the end of their internships, students submit a paper or a professional portfolio, and complete an exit interview with the department’s Internship Director,” noted Dr. Kaneva.

Due to the intensive work it requires and its inherent depth and breadth, the master’s in communication capstone project may seem intimidating to many students. However, it is in fact a unique opportunity for students to build a robust bridge between where they are and where they want to be professionally, all within a safe and mentorship-centric environment. The capstone project is designed to give students the resources to build a professional-quality product that is tailored to their interests and goals.

For advice on successfully completing the capstone project, please refer to our Advice for Completing a Master’s in Communication Applied Capstone Project , which features key insights from alumni of master’s in communication programs.

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Climate Adaptation & Hazard Mitigation

Empower emergency management professionals to effectively navigate, plan for, and respond to the impacts of climate change, responding to the defining crisis of our time.

Climate change is a defining crisis of our time. From extreme heat, drought and wildfires to more severe coastal storms and inland flooding, the consequences of climate change are all around us. The emergency management community is increasingly challenged by more severe, frequent, widespread, and costly disasters.

The EMI Climate Adaptation and Hazard Mitigation Certificate offers a dynamic and specialized program designed to empower emergency management professionals to effectively navigate, plan for, and respond to the impacts of climate change. This certificate program, tailored for State, Local, Tribal, and Territory professionals, is structured to provide a balanced blend of foundational knowledge, elective specialization, and practical application through a capstone project.

Upon completion of the Certificate, participants will possess the knowledge, skills, and strategic perspectives necessary to integrate climate change adaptation principles into emergency management practices. This comprehensive certificate program, offered by the Emergency Management Institute of FEMA, equips State, Local, Tribal, and Territory professionals with the expertise to address the evolving challenges posed by climate change and enhance community resilience.

Program Earth Day Rollout

As Earth Day 2024 ushers in a renewed commitment to our planet, EMI is thrilled to announce the launch of our Foundations of Climate Science Independent Study , the first course in the new Climate Adaptation and Hazard Mitigation Certificate Program offered by the Emergency Management Institute. This independent study course lays a critical groundwork for understanding the complex dynamics of Earth's climate system, designed to empower students with the knowledge to not only grasp the scientific underpinnings of climate change but also to effectively engage with the urgent issues it presents.

This course is the first step in our comprehensive certificate program, which will progressively introduce synchronized courses focused on integrating climate change with emergency management principles, strategic communication, and project planning. Currently, the Foundations of Climate Science , and several of the elective courses are the only offerings open for registration, and we are excited about the opportunity it presents for early participants to lead the way.

We look forward to opening the remainder of the Certificate courses to registration throughout 2024. Each course promises to be an engaging, informative learning journey, equipping you with the tools necessary for addressing the challenges of climate adaptation and hazard mitigation. Keep an eye on this webpage for the latest updates on our course offerings and news about the certificate program.

IS-1400: Foundations of Climate Science

Course overview.

This course provides fundamental instruction for participants to achieve basic understanding of climate change concepts. Emphasis will be placed on defining common vocabulary and identifying key concepts. The learner must achieve a minimum passing score of 75% on final knowledge assessments or demonstrate mastery on performance assessments or research assignments to earn the IACET CEU.

Complete Independently

Independent Study (IS)

Prerequisites

Course length.

IS-1400 Course Details

Who Should Apply

The Climate Adaptation and Hazard Mitigation Certificate Program is designed emergency management professionals seeking to enhance their expertise in climate change adaptation, including members of:

• State, local, tribal, and territorial homeland security or emergency services programs
• Nongovernmental organizations voluntary agencies, or professional organizations
• Private sector emergency management offices
• College or university emergency management staff
• FEMA, federal partners, military and emergency managers at other departments or agencies

Professionals who play key roles in emergency planning, response, and recovery will find this program invaluable in addressing the complex challenges posed by a changing climate.

There are no prerequisites for enrolling in the program.

Required Courses for Certificate

The Climate Adaptation and Hazard Mitigation Certificate Program consists of 4 foundation courses , 3 elective courses , and 1 capstone project . The required foundation courses and the capstone project will be taught through courses that are delivered as self–paced Independent Study online courses, online synchronized courses delivered by EMI, and in-person courses at the Emergency Management Institute’s campus in Emmitsburg, Maryland

In addition to the courses completed through EMI, participants will choose 3 elective courses in Emergency Management taught as online synchronized courses delivered by university partners. The elective courses may be completed at any point prior to the capstone project .

All courses and materials will be free of charge to students .

Foundation Courses

Base knowledge and skills in climate adaptation and hazard mitigation

Elective Courses

Elective specialization in climate adaptation and hazard mitigation

Capstone Project

Practical application through a capstone project

How to Apply

Here are the ways you can apply and begin equipping yourself with the tools necessary for addressing the challenges of climate adaptation and hazard mitigation.

In celebration of Earth Day 2024 the Foundations of Climate Science course is now open for registration, and we are excited about the opportunity it presents for early participants to lead the way.

On this date, early participants may also begin registration of their selections from several of the currently available elective courses .

Instructor Led Courses

We look forward to opening the remainder of the Certificate courses to registration throughout 2024. Keep an eye on this webpage for the latest updates on our course offerings and news about the certificate program.

Apply for Climate Certificate

Upon the completion of all requirements in the Climate Adaptation and Hazard Mitigation Certificate program, you will receive a certificate from the Emergency Management Institute detailing your successful completion of the program.

This is a Certificate and not a Certification program. You will not become certified in climate adaptation after completing these courses.

Check back here for further information once the remainder of the Certificate courses are opened for registration.

Frequently Asked Questions

What is the purpose of this certificate program.

The purpose of the Climate Adaptation and Hazard Mitigation Certificate is to offer a dynamic and specialized program designed to empower emergency management professionals to effectively navigate, plan for, and respond to the impacts of climate change. Upon completion of the Certificate, participants will possess the knowledge, skills, and strategic perspectives necessary to integrate climate change adaptation principles into emergency management practices. This comprehensive certificate program, offered by the Emergency Management Institute of FEMA, equips State, Local, Tribal, and Territory professionals with the expertise to address the evolving challenges posed by climate change and enhance community resilience.

Who is this certificate program designed for?

• This certificate program is designed for emergency management professionals at the State, Local, Tribal, and Territory levels seeking to enhance their expertise in climate change adaptation. Professionals who play key roles in emergency planning, response, and recovery will find this program invaluable in addressing the complex challenges posed by a changing climate.
• It is structured to provide a balanced blend of foundational knowledge, elective specialization, and practical application through a capstone project.
• This certificate program does not require prior knowledge of climate change or adaptation.
• FEMA and DHS employees will be able to take the courses developed as part of the Climate Adaptation and Hazard Mitigation Certificate program.

What topics will be covered in the program curriculum?

Upon completing the program, participants will be proficient in the following Learning Outcomes:

• Apply foundational climate science concepts to assess and understand the impact of climate change on emergency management.
• Integrate climate knowledge into emergency planning to enhance preparedness for climate-related challenges.
• Implement comprehensive risk assessment strategies that incorporate climate considerations.
• Develop and employ adaptive strategies to enhance community resilience, addressing specific climate-related risks.
• Utilize effective communication strategies to convey climate change information in the context of emergency management.
• Foster community engagement through inclusive outreach, ensuring the understanding and collaboration of diverse stakeholders.
• Apply specialized techniques for climate adaptation in emergency management contexts.
• Implement nature-based solutions and coastal hazard assessment tools to mitigate climate-related hazards effectively.
• Analyze and comprehend the social dimensions of climate change and vulnerability.
• Analyze and address equity considerations in climate change planning for emergency management.

How will this program help me address the challenges of climate change in emergency management?

The Climate Adaptation and Hazard Mitigation Certificate program focuses on the practical application of climate knowledge within the emergency management context. Participants will not only gain theoretical understanding but will also develop the skills to integrate and employ this knowledge effectively in their roles, fostering resilience and adaptive capacity in the face of climate change impacts.

What are the prerequisites for enrolling in the program?

In total, students who wish to complete the full certificate program will need to complete four required courses , plus three required elective courses chosen by students to fit their learning needs, plus one capstone project .

The courses offered as part of the Climate Adaptation and Hazard Mitigation Certificate are offered in sequence and students will need to complete the following courses to be awarded the Climate Certificate:

• Independent Study Foundations of Climate Science : Understand the basics of climate science to enter the Certificate program with a foundation of science literacy on Earth’s climate system.
• Introduction to Climate Change for Emergency Managers : Explore climate hazards regionally, understand its implications for emergency management, and develop a foundational understanding of climate adaptation strategies.
• Climate Change Communication for Emergency Managers : Acquire skills in effective communication, community engagement, and outreach strategies related to climate change, fostering inclusivity and understanding.
• Project Planning with Climate in Mind : Learn to conduct climate risk assessments, integrate climate considerations into emergency plans, and develop adaptive strategies for community resilience.
• NTED | National Preparedness Course Catalog (firstrespondertraining.gov) ,
• NDPTC Course Catalog (hawaii.edu)
• Capstone Project : Apply what you have learned throughout the program to a capstone project.

What teaching methods and resources will be used in the program?

This certificate program will be taught through courses that are delivered through self –paced Independent Study online courses, online synchronized courses delivered by EMI, online synchronized courses delivered by university partners, and in-person courses at the Emergency Management Institute’s campus in Emmitsburg, Maryland.

All courses and materials will be free of charge to students.

Will there be opportunities for hands-on experience or practical exercises?

Yes, students will have the opportunity to participate in online and in-person practical exercises to apply their learnings in assessing climate risk, communicating about climate change, planning projects with climate change in mind, and integrating climate change adaptation and hazard mitigation.

How long does the program take to complete?

To earn the "Climate Change Adaptation Certificate for Emergency Managers," participants must successfully complete the four required courses, and select and complete three elective courses, and submit a satisfactory capstone project that demonstrates the application of climate adaptation principles to their specific contexts.

The program of the Climate Certificate includes seven (7) courses and one capstone project, including four required courses and three elective courses. Students should complete the seven requisite courses in a 24-month period.

Is this program offered online, in-person, or through a hybrid format?

The courses of the Climate Certificate program will be offered both an online and in-person format. The first course, Independent Study on Fundamentals of Climate Science, is an online asynchronous course and can be taken any time.

What credentials or certification will I receive upon completing the program?

Are there opportunities for networking and professional development within the program.

The forthcoming Project Planning with Climate in Mind course offers an exceptional professional development opportunity for those passionate about climate change. It facilitates networking with like-minded students from state, local, tribal, and territorial (SLTT) backgrounds, fostering a community of practice centered on cutting-edge adaptation strategies. This course is uniquely designed with hands-on exercises that simulate real-world scenarios, enabling participants to apply theoretical knowledge to tangible project planning. Engaging with peers from diverse SLTT agencies not only broadens one’s professional network but also catalyzes collaborative innovation in addressing the multifaceted challenges of climate change. This collaborative environment is instrumental in sharing best practices, pioneering adaptive measures, and paving the way for impactful climate resilience initiatives.

What support services are available to program participants?

• Contact the Independent Study Program Office between the hours of 8:00a.m.-4:30p.m. ET, Monday – Friday, except federal holidays. The call center can be reached at 301-447-1200 or [email protected] .
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What sets this program apart from other similar programs?

The Climate Adaptation and Hazard Mitigation Certificate is a unique opportunity at the Emergency Management Institute! As the first EMI Certificate program and the first program to focus on climate change for emergency managers, this Certificate offers an unparalleled opportunity to learn about climate change, climate communications, and climate considerations to integrate into project planning.

The Climate Adaptation and Hazard Mitigation Certificate is an essential asset for emergency managers as it equips them with a nuanced understanding of climate science and its direct impact on disaster risk. It arms these professionals with the knowledge and tools to anticipate climate-related hazards and develop robust adaptation strategies. Understanding the evolving climate dynamics enables emergency managers to effectively plan for and mitigate the effects of extreme weather events, ensuring communities are more resilient in the face of climate change. The certificate not only signifies a commitment to best practices in emergency management but also prepares leaders to navigate and address the complexities of climate-induced emergencies with confidence and competence.

How can I apply for the program, and what is the application process like?

Students can use the following link to complete the IS1400 - Independent Study Foundations of Climate Science course , receive credit and receive a completion certificate.  Once participants have completed the required courses (3 electives, 4  EMI courses, and the Capstone) a single completion certificate will be awarded for entire program.

Further Information

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Environmental Engineering Capstone students were ‘teams to beat’ at national contest

Students brought home eight awards for their environmental designs

Students in the Environmental Engineering Capstone course in the McKelvey School of Engineering at Washington University in St. Louis won eight awards at the WERC Environmental Design Contest at New Mexico State University April 7-10, 2024.

“This is a high-profile event that is the gold standard for environmental design competitions in the nation,” said Joshua Yuan , chair of the Department of Energy, Environmental & Chemical Engineering and the Lucy & Stanley Lopata Professor. “That we won the most awards among all universities says a lot about the quality of our program and students.” 

“We were the teams to beat this year,” said Kristen Wyckoff , senior lecturer in energy, environmental & chemical engineering. Wyckoff and Zhen (Jason) He teach the course. 

Eleven Environmental Engineering students comprised two teams for the contest, which charges teams with designing a working bench-scale system that provides proof of concept for one of various tasks. The tasks for the 2024 competition included stormwater management, net zero electrical grid, modular carbon dioxide removal, water treatment, and their own proposed environmental challenge. Eighteen teams competed this year from across the United States.

One WashU team won first place overall for Task 4, which was to design an innovative carbon-dioxide removal system in modular units that could be duplicated throughout a community and across many communities. In addition, the team won first place for flash talk, second place for bench scale and the P2 award for pollution prevention. Team members were Juli Aronson, Serena Earp, Elana Lerner, Maya Mehrotra, Bella Stull and Max Trachtenberg. 

For inspiration, Mehrota, her team’s leader, said some team members visited the water treatment plant in O’Fallon, Missouri, as they designed their modular carbon capture system. They also had help from Ben Kumfer, research assistant professor in energy, environmental & chemical engineering. 

“Ben was huge in our success — we cannot credit him enough,” said Mehrota, who also won the Terry McManus Outstanding Student Award. After graduating in May, she will be moving to Berkeley, California, to work for Aircapture, which does carbon capture for manufacturing sites.

Trachtenberg said the hands-on project gave him a new perspective on lab research.

“The Capstone course gave me an idea of how to explore and be creative and to figure out what’s working and what’s not working,” said Trachtenberg, who plans to begin working at Bunge North America in St. Louis following graduation. “When we got to see it all work at the competition and stand up there and have the judges tell us we did a great job, it was the culmination of a lot of work. It was very fulfilling in the end.”

The other WashU team won second place overall for Task 5, which was to treat saltwater disposal well wastewater to deionized quality for hydrogen energy production. The team also won the outstanding team award and the peer award. Team members were Matt Greenberg, Jordan Lin, Frankie Lynch, Kaelan Smyser and Serene Tomaszewski.

Students estimated they spent an average of 20 hours a week since October 2023 planning, designing and building their projects, which brought them together as teams.  

“This project taught me a lot about lab experience, how to overcome challenges and persevere through bad results,” said Lynch, who will begin a master’s program in environmental engineering at WashU next fall. “What I recognized at the competition is to trust in your teammates. We gave multiple presentations at the competitions, and not all the teammates participated in every presentation. It took a level of trust and confidence in our peers that they would perform well and articulate the aspects and goals we had set for ourselves.”

Smyser, the Task 5 team leader, said the environmental engineering program at McKelvey Engineering gave the team an advantage over its competitors. 

“The program’s focus on chemical engineering set our solution apart from the others,” said Smyser, who is going into investment banking after graduating. “We used a solution that was more about the chemistry behind the water treatment, and that gave us a competitive edge.”

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• Undergraduate Students
• Energy, Environmental & Chemical Engineering

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Joshua Yuan

Department Chair & Professor

Kristen Wyckoff

Senior Lecturer

Zhen (Jason) He

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Engineering students present at third annual Expo

More than 230 student projects were featured at the event.

Senior students at the University of Cincinnati's College of Engineering and Applied Science came together this month to present their final capstone projects at the third-annual CEAS Expo. College faculty, staff, alumni and industry professionals attended the event to witness the innovation created at CEAS. 

The annual CEAS Expo is organized by the college's student government, CEAS Tribunal. Photo/Corrie Mayer/CEAS Marketing.

"The Expo is my favorite event of the year," Dean John Weidner said. "When I see what the students have accomplished, I'm in awe." 

Hosted at the Duke Energy Convention Center in downtown Cincinnati, the event featured projects from all engineering disciplines that were segmented into four different categories: product/device, software, poster board, and student organization-sponsored projects. More than 100 industry professionals, faculty and alumni volunteered to judge this year's Expo.

Groups were judged and scored on their professionalism and presentation skills, as well as the quality of their concept, execution and demonstration based on their category. Participants said the opportunity to present their projects to judges and receive feedback is invaluable experience for entering the workforce upon graduation.

The Expo is vital to the success of CEAS.

Rob Cohen, CEO of DRT Holdings

"The Expo is vital to the success of CEAS," said Rob Cohen, CEO of DRT Holdings, LLC, this year's platinum level Expo sponsor. "It's a showcase for local industry to experience firsthand the creative energy and work that students pour into their projects and for DRT as a company, it was an excellent opportunity for us to interact with the students." 

At UC, engineering students embark on a unique, challenging journey through their five years at CEAS. Alternating between semesters of classroom instruction and semesters of engineering field or research work through the cooperative education, or co-op, program. Students complete a capstone project as the finishing piece of their undergraduate degree. 

Senior engineering students presented their final capstone projects to judges at the third annual CEAS Expo. Photo/Corrie Mayer/CEAS Marketing

At the largest CEAS Expo to date, projects included an automated ice cream machine, an automated greenhouse, productivity software, medical devices, aircraft and motor vehicles, and cutting-edge research. Additionally, student groups partnered with other UC units such as UC Clermont and the College Conservatory of Music to maximize the potential of these projects. 

"The senior projects weren't merely research projects but will have a definite impact on further advancing technology," said Ray Brooks, Chair of the CEAS College Advisory Council. "I'm impressed with how the Expo has grown over the past couple of years."

Projects presented at the CEAS Expo ranged from all disciplines. Photo/Corrie Mayer/CEAS Marketing

Reintroduced in this larger format in 2022, the Expo is organized and managed by the college's student government, CEAS Tribunal. This year, Tribunal elected two Expo Chairs to manage the bulk of the event planning, Jada Teregeyo and Maggie Sprung. They shared that planning for Expo was a three-semester commitment for them.

Without the dedication of the students in Tribunal, the volunteer judges, and the event sponsors, Expo would not be possible. CEAS would like to extend its gratitude to DRT Holdings, LLC, Salas O'Brien, KZF Design, Belcan, and the CEAS Alumni Board for sponsoring this year's Expo. 

12 category winners were selected by the volunteer judges. The CEAS academic departments also selected departmental winners. The winners for each of the four categories are listed below. 

The Robotic Focus Subject for Theater Applications project received third place in the Software category. Photo/Corrie Mayer/CEAS Marketing

The University of Cincinnati Aerocats team received first place in the student organization sponsored category at the CEAS Expo. Photo/Corrie Mayer/CEAS Marketing

Student groups received awards in each category of the CEAS Expo. Photo/Corrie Mayer/CEAS Marketing

Featured image at top: The 2024 CEAS Expo was the largest yet. Photo/Corrie Mayer/CEAS Marketing. 

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Engineering students showcase capstone projects at CEAS Expo

May 6, 2022

Graduating engineering undergraduates from the University of Cincinnati’s College of Engineering and Applied Science gathered for the inaugural CEAS Expo in April to showcase their senior capstone projects to more than 500 attendees, including faculty, staff, alumni and industry representatives. The event, organized by the college and CEAS Tribunal student government, was held in downtown Cincinnati at the Duke Energy Convention Center.

Engineering students present senior capstone projects digitally

April 24, 2020

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CPH community builds playhouse for local family

Service project done in partnership with Habitat for Humanity-MidOhio

Members of the CPH community designed, painted and constructed a playhouse for a local family.

College of Public Health students, faculty, staff and partners worked together to build a playhouse for a local family, emphasizing the critical links between housing and health and giving back to the community in recognition of National Public Health Week.

The  playhouse project , a partnership with Habitat for Humanity-MidOhio, was also an opportunity to engage students in service and have conversations about the impact of social determinants of health, said Jennifer Beard, assistant dean for strategic initiatives.  

The CPH community designed, painted and constructed the playhouse for a family with three children. The day culminated with a surprise and reception for the recipients, who were selected by Habitat for Humanity-MidOhio. The family was also presented with a handmade quilt created by Interim Dean Karla Zadnik.

The Multicultural Public Health Student Association was celebrated by the college as this year’s service champion in recognition of their participation in the annual event. They will receive $200 to apply toward an activity of their choice.

The event, originally scheduled during National Public Health Week, was postponed to April 17 due to weather.

Learn more from Habitat for Humanity about how housing impacts health around the world.

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College of Engineering

Surgical tool, airport navigation aid top spring 2024 capstone expo.

Projects that could help doctors save lives and restore independence for visually impaired travelers impress judges at semester-ending showcase.

A device that could save lives when things go wrong during surgery and a wearable to ease airport navigation for visually impaired people shared top honors at the Spring 2024 Capstone Design Expo April 23.

For the second Expo in a row, two teams tied in judging for the best overall project: Team Seekr with their navigation aid and Team Left Atrial Files with a catheter-based tool that quickly and safely retrieves a dislodged medical device in a patient’s heart. 

They were just two of 204 teams from 12 schools and four different Georgia Tech colleges at the Expo, a showcase of students’ semester-long senior design projects. An army of judges from industry and across campus selected the top project in each discipline, best interdisciplinary team, and overall best project. 

The five biomedical engineers on the Left Atrial Files team created a tool they called EmPath to recapture a dislodged clot-blocking device that’s implanted in the heart. 

In some patients with an irregular heartbeat called atrial fibrillation, doctors place a small device in a pocket of their heart where blood clots often form. Those clots can leave the heart and cause strokes. But sometimes, after doctors insert the device, it gets loose and endangers the patient’s life. 

The EmPath tool uses a small net to capture it and a claw to quickly pull it out through a catheter.

It’s a project that was personal for several team members who’ve lost family members to strokes and related complications, including Emily Yan.

“My grandfather suffered from a stroke. And we believe it's one of the major reasons that he passed away,” Yan said. “We wanted to make something that would be able to save someone's life in a situation where they can't take blood thinners and they have to go under this procedure. If something goes wrong, there’s something to save them.”

Yan said the team has filed a provisional patent on their device alongside their sponsor, physician Kevin Graham.

The other top project aimed to restore independence to blind and visually impaired airline passengers . Team members found that travelers with limited vision often use video calls with friends or relatives to help them navigate. Others depend on airport personnel pushing them to the gate in a wheelchair.

Their solution is a device the size of a crossbody bag that passengers could borrow from the airport and turn in as they board their flight. It offers voice directions and beeps to help them make their way through the terminal.

See More Photos

A look at more projects and teams from the spring Expo. 

Team Seekr created a wearable device to help visually impaired travelers walk through airports. 

Team EMG Controlled Wheelchair created technology that controls a wheelchair with arm movements. 

MigraGuard created an ear plug that reduces the likelihood of migraine headaches during storms. 

GloSCOPE designed an affordable laparoscope to increase accessibility in low-to-middle income countries.

“Complaints to ADA coordinators [at airports] have been up 167% since 2020, so airports are really looking for a solution,” said team member Aislinn Abbott, a mechanical engineering major.

The team of mechanical and computer engineering and computer science students has tested their concept in large venues with nearly a dozen people with visual impairments. Airport testing is the next step, and the team is in conversation with several, including Atlanta’s. This summer, they’ll participate in the CREATE-X Startup Launch program to continue developing the idea and potentially turn it into a commercial venture.

Elsewhere at the Expo, teams worked with Georgia Power to use historical power outage data to more effectively develop and communicate power restoration estimates to customers during storms. They helped develop models for the Georgia Tech football team’s recruitment efforts and created a wearable device to help ease pain for migraine sufferers .

Students created a robotic boxer that can throw punches to help humans train. 

A device created by Team Well Done detects the doneness of steak without puncturing it.

Computer engineers devised a system that uses face identification software to lock and unlock house doors. 

Other projects included: 

• A low-cost motorized wheelchair system controlled by electromyography — the electrical activity of muscles. 
• A team that worked with restor3d to create a new retractor to give doctors better access during total shoulder replacement surgery and improve patient outcomes.
• A vibration absorber to help Volvo improve construction equipment energy efficiency .
• Two devices to help semiconductor manufacturer KLA keep cleanrooms clean .
• Tools to help clothing manufacturer Crystal sas automate sock packaging .
• An automated packaging line to help American Baitworks speed up packing their fishing baits.
• An under-the-counter system to wirelessly power small kitchen appliances .
• A beach-cleaning robot to remove litter while filtering out and leaving sand.

The spring Expo also welcomed more than 200 high school students to inspire them to explore science, technology, engineering, and math — and also to serve as reviewers. They picked two projects for special honorable mentions: an idea for improving battery recycling and an autonomous drone design that can follow the terrain and fly low to the ground .

The Expo also included more than 70 industry sponsors. Their donations support Transforming Tomorrow: The Campaign for Georgia Tech , a more than $2 billion comprehensive campaign designed to secure resources that will advance the Institute and its impact — on people’s lives, on the way we work together to create innovative solutions, and on our world — for decades to come.

See all the winners from Capstone Expo below and visit expo.gatech.edu for more projects.

Team RCT created a control system that allows roller coaster model enthusiasts to learn more about complex electrical and computer systems used on real rides. 

Biomedical engineering students aimed to decrease the time it takes to set up wound dressing systems by automating a currently manual process.

A team of mechanical engineers built a robotic system that builds floral arrangements . 

My Tab is an automated bartender that allows busy bars and venues to serve more customers. 

Atlanta Mayor and Georgia Tech engineering graduate Andre Dickens congratulates the 2024 Capstone Design Expo participants.

Capstone Results

Left atrial files.

OVERALL BEST PROJECT (TIE)

Left atrial appendage closure device retrieval 

• Mitali Gupte, BME (North Andover, MA)
• Santosh Nachimuthu, BME (Cumming, GA)
• Jeremiah Sirait, BME (Denver, CO)
• Emily Yan, BME (Atlanta, GA)
• Arda Yigitkanli, BME (Woodbridge)

Assisted airport navigation for the visually impaired

• Aislinn Abbott, ME (York, PA)
• Jackie Chen, CmpE (Calcutta, OH)
• Alaz Cig, ME (Istanbul, Turkey)
• Andrew Gunawan, CmpE (Austin, TX)
• James Mead, ME (Eatonton, GA)
• Rithvi Ravichandran, CmpE (Jacksonville, FL)
• Hanrui Wang, CS (Tianjin, China)

EMG Controlled Wheelchair

INTERDISCIPLINARY

Wheelchair control for tetraplegics

• Bareesh Bhaduri, EE (Knoxville, TN)
• Indraja Chatterjee, CmpE (Carmel, IN)
• Yash Fichadia, CmpE (Omaha, NE)
• Philip Kuhle, EE (Camas, WA)
• Nicholas Leone, EE (Orlando, FL)
• Kartik Parameswaran, EE (Chelmsford, MA)
• Eduardo Sanchez, ME (San Juan)

DANIEL GUGGENHEIM SCHOOL  OF AEROSPACE ENGINEERING

Orbital anomaly recovery system 

• Oscar Haase (Pelham, MA)
• Elliot Kantor (Jacksonville, FL)
• Vishal Rachapudi (Hillsborough, NJ)
• Samuel Stoknes (Oslo)
• Aiden Wilson (Louisville, KY)

Gray and Nola

SCHOOL OF ARCHITECTURE

• Nola Timmins (New Orleans, LA)
• Gray Walters (Marietta, GA)  

WALLACE H. COULTER DEPARTMENT  OF BIOMEDICAL ENGINEERING

Improved hospital wound care device 

• Shangze Lyu (Zhengzhou, Henan, China)
• Deniz Onalir (Istanbul, Turkey)
• Aya Samadi (Lexington, KY)
• Xiaokun Xie (Jiangsu, China)

EcoPeach Solutions

SCHOOL OF CIVIL AND ENVIRONMENTAL ENGINEERING

Sustainable fresh produce system for NASA 

• Jessica Brown, CE (Brooklyn, NY)
• Pearl Dumbu, CE (Pretoria, South Africa)
• Ananya Kumar, EnvE (Dacula, GA)
• Annabelle Sarkissian, EnvE (Atlanta, GA)

Electric Pump for Rocket Propellants

SCHOOL OF ELECTRICAL AND COMPUTER ENGINEERING

• William Ewles, EE (Hamilton, Bermuda)
• Cody Kaminsky, EE (Fairfax, VA)
• Mihir Kasmalkar, EE (San Jose, CA)
• Ochogie Omot, EE (Atlanta, GA)

The Americoldest

H. MILTON STEWART SCHOOL  OF INDUSTRIAL AND SYSTEMS ENGINEERING

Labor planning model for Americold Logistics

• Rohan Bagade (Johns Creek, GA)
• Landen Ledford (Chatsworth, GA)
• Curran Myers (Alpharetta, GA)
• Chandler Pittman (Rome, GA)
• Justin Siegel (Dunwoody, GA)
• Stephen Sowatzka (Atlanta, GA)
• Nicholas Van (Savannah, GA)
• Ashley Wilds Jr. (Augusta, GA)

INDUSTRIAL DESIGN AND ENGINEERING

Clothing solution for post-mastectomy patients

• Fatimah Ahmed, ID (Atlanta, GA)
• Catherine Ettershank, ID (Suwanee, GA)
• Wyatt Pangan, ME (Austin, TX)
• Christopher Rowley, ME (West Chester)
• Max Shapiro, MSE (Atlanta, GA)

SCHOOL OF MATERIALS SCIENCE AND ENGINEERING

Lignin-filled natural rubber for tread applications

• Katherine Cauffiel (Kennesaw, GA)
• Téa Cook (Simpsonville, SC)
• Ryan Cortes (Locust Grove, GA)
• Arian Patel (Leesburg, VA)
• Evan Wilson (Newnan, GA)

GEORGE W. WOODRUFF SCHOOL OF MECHANICAL ENGINEERING

Total shoulder arthroplasty retractor set 

• Miguel Daly (Orange Park, FL)
• Maxwell Gart (Avon, CT)
• Isabelle Gustafson (Carrollton, GA)
• Sana Hafeez (Atlanta, GA)
• Lena Moller (Flowery Branch, GA)
• Claudia Vitale (Tampa, FL)

NUCLEAR AND RADIOLOGICAL ENGINEERING

Compact on-board reactor assembly for trains

• Evelyn Ayers (Chattanooga, TN)
• Samuel Cochran (Charlotte)
• Andrew Scheuermann (Evans, GA)
• Kayla Watanabe (Lincolnshire, IL)

Mobile Crisis Response

SCHOOL OF PUBLIC POLICY (TIE)

Mental health crisis response

• Katie Adcock (Dublin, GA)
• Ann Brumbaugh (Atlanta, GA)
• Ashley Cotsman (Alpharetta, GA)
• Blaine Kantor (Suwanee, GA)
• Angela Kim (Cumming, GA)
• Clare Moegerle (Atlanta, GA)
• Adaiba Nwasike (Marietta, GA)

SCRAH Patriots

Sustainable, climate-resilient affordable housing

• Sophia Abedi (Alpharetta, GA)
• Noemi Carrillo (Marietta, GA)
• Linda Liu (Lawrenceville, GA)
• Lillian Mason
• Sophie Opolka
• Abigail Peters

Honorable Mentions

• Buzz Timer Pro , Interdisciplinary
• Reparations Art + Design Residency , Architecture
• Arterial Avengers , Interdisciplinary
• ROBO , Interdisciplinary
• PopUp Spaces , Interdisciplinary
• Plus Minus , Interdisciplinary
• AIRplanes , ECE

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BME Team Shares Top Prize At Expo With Medical Device For AFib Patients

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Winning fall capstone teams unravel solutions to problems in salons, trauma rooms, and more.

Capstone Business Competition Celebrates 20 Years of Transforming Students

The School of Pharmacy's 20th annual Capstone Business Plan Competition took place on April 10, with 28 teams participating. Prizes were given to the top three finishers.

The School of Pharmacy’s Capstone Business Plan Competition provides students with hands-on entrepreneurial and leadership skills to start their careers.

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