End of Program

Assessment Manual for
Graduate Studies
American Public University System
Charles Town, West Virginia, February 2015 Edition

TABLE OF CONTENTS
Contents
TABLE OF CONTENTS ..........................................................................................................................i
INTRODUCTION................................................................................................................................... 1
EOP Assessment Alternatives ........................................................................................................... 1
Important Notes ................................................................................................................................ 2
Academic Dishonesty........................................................................................................................ 3
For Comprehensive Exam Assessments ....................................................................................... 3
For Capstone Assessments ........................................................................................................... 3

CHAPTER I ........................................................................................................................................... 5
Master of Arts Comprehensive Final Examination ............................................................................ 5
Beginning the Comprehensive Exam............................................................................................. 5
Comprehensive Exam Course ....................................................................................................... 5
Taking the Exam ............................................................................................................................ 6
Faculty Role ................................................................................................................................... 8
Program Director’s Role ................................................................................................................ 8
Proctoring ...................................................................................................................................... 9

CHAPTER II ........................................................................................................................................11
Master's Capstone: Thesis Option .................................................................................................. 11
Beginning the Thesis Project ....................................................................................................... 11
Thesis Proposal ........................................................................................................................... 12
Preparing the Thesis.................................................................................................................... 12
Approval of Thesis ....................................................................................................................... 13
Submission of Final Thesis .......................................................................................................... 14
i

Unsuccessful Capstone Attempts................................................................................................ 14
Faculty Role ................................................................................................................................. 15
Program Director’s Role .............................................................................................................. 16

CHAPTER III .......................................................................................................................................17
Master's Capstone: Creative Project ............................................................................................... 17
Beginning the Creative Project .................................................................................................... 17
Creative Project Proposal ............................................................................................................ 17
Completing the Creative Project .................................................................................................. 17
Approval of Creative Project ........................................................................................................ 19
Submission of Creative Project Report ........................................................................................ 19
Unsuccessful Capstone Attempts................................................................................................ 20
Faculty Role ................................................................................................................................. 20
Program Director’s Role .............................................................................................................. 21

CHAPTER IV .......................................................................................................................................23
Master's Capstone: Practicum and Critical Reflection Paper ......................................................... 23
Beginning the Practicum and Critical Reflection Paper............................................................... 23
Practicum Proposal ..................................................................................................................... 23
Completing the Practicum ........................................................................................................... 24
Approval of the Practicum and Critical Reflection Paper ............................................................ 25
Submission of Critical Reflection Paper ...................................................................................... 25
Unsuccessful Capstone Attempts................................................................................................ 26
Faculty Role ................................................................................................................................. 27
Program Director’s Role .............................................................................................................. 28

CHAPTER V ........................................................................................................................................29
Master's Capstone: Portfolio and Critical Reflection Paper Option................................................. 29
Beginning the Portfolio Option ........................................................................................................ 29
ii

......................................... University Research Policies ............................................................................................................ Practicum and Critical Reflection Papers................................................................................................................................. 46 Appendix 3: M...44 Appendix 1: M...........................................................................................................................................................) .................................................... Video or Audio .......... 40 2..................................................Portfolio and Critical Reflection Paper .......................... 29 Completing the Capstone ................................................ 31 Unsuccessful Capstone Attempts..............................A.................................... 30 Approval of the Portfolio and Critical Reflection Paper .......... 40 1..................................................................................................................................... 38 7........... Creative Projects ... 41 3.............. URLs/Web Addresses..................................................... Declarations .................................. 42 Appendices ........ 50 iii .......................................................................... Institutional Review Board ............................................................. 39 CHAPTER VII ... 48 Appendix 4: Title Page (Required format for all theses.............................................................................................................................................................................................................................................. 32 Program Director’s Role ..... 38 6.................................................. Theses .........40 Scholarly Research/Copyright Conduct ............................................................................................................................................................................................................A.. Copyright .......................... 36 3...................................................... 31 Submission of Critical Reflection Paper ........................................................................................................................................... DigitalCommons@APUS .................................................................... 37 4........... Submission.......................... 35 1.......................................................................A..................................................................................................................................................................................................................... Textual Components .............................................................................. 35 2.......................................... 44 Appendix 2: M............ 38 5..................................................... Images and Tables ......................35 University Declarations and APUS Library Registration ............................................................................................................................................................................................................................. 33 CHAPTER VI ....................................................... 32 Faculty Role ...............................................

..................................................................... 57 Appendix 11: Sample of List of Figures .... 55 Appendix 10: Sample of List of Tables .......................................... 60 Appendix 14: Critical Reflection Method Required for Completion of Practicum Paper....................... 59 Appendix 13: Sample of Practicum Organizational Consent Form ................................Appendix 5: Sample of Copyright Page (Required format for all theses..............................................................................................)............................... 58 Appendix 12: Sample of Permission to Quote or Reproduce Copyrighted Material Letter..... 62 Appendix 16: Checklist for Thesis/Capstone Submission to APUS Library ............................. 52 Appendix 7: Sample of Acknowledgments Page (Required format for all theses........... 54 Appendix 9: Sample of a Table of Contents ....... 63 iv .............................................. 61 Appendix 15: Sample of IRB Approval Letter ..................................) ....................................................... 53 Appendix 8: Sample of Abstract of the Thesis (Required format for all theses................................................ 51 Appendix 6: Sample of Dedication Page (Required format for all theses.........) ...)......................................................

are strongly encouraged to complete the capstone/thesis option. such as a doctorate or a Ph. for example. The intended audience for this manual is all members of the American Public University System (APUS) academic community. and each is designed to serve a different purpose. 1 . Students who anticipate seeking further professional training. While it is intended to be a comprehensive overview of the general EOP requirements for APUS. which includes the following variations (availability varies by degree program): o Research thesis o Creative project o Practicum with critical reflection/integration paper o Portfolio option with critical reflection paper The comprehensive exam is recommended for students who will conclude their formal academic training with the completion of the Master of Arts/Master of Science program.INTRODUCTION This manual establishes the guidelines for completion of all graduate-level end of program (EOP) graduation requirements. offers several options for assessing graduate program learning outcomes. Information regarding school-specific guidelines should be available from your supervisory professor or your program’s director. Students in particular sub-disciplines of the humanities may find the creative project option the optimal choice. students and faculty must follow any additional specific guidelines within their schools. including students and faculty.. APUS. while business and other professional disciplines may consider the practicum as the best option. various programs will find the portfolio option appropriate. EOP Assessment Alternatives EOP assessment alternatives include:  Comprehensive Exam  Capstone.D. Finally. These end of program assessments are designed to ensure APUS students have successfully met their program objectives. including American Military University (AMU) and American Public University (APU).

and as such. but rather must comply with the requirements outlined in the School of Education handbook. The EOP is a unique exercise. APUS takes academic dishonesty very seriously. After being checked with a plagiarism detection tool and graded by the faculty supervising the project and upon being approved by the program directors and school dean. citations. all capstone projects must be submitted to the APUS Library for archiving by the program director. Any evidence of plagiarism will result in the student’s work being rejected. The thesis paper submitted must be a “clean” version of the paper. must be correct and appropriate. but also that he/she has achieved all of the graduate studies learning outcomes. 2 . Engaging in academic dishonesty and/or plagiarism will directly threaten the ability of the student to graduate from APUS. All spelling. and the student will fail the EOP exercise. grammar. Success depends on the student entering the experience fully prepared and dedicated to completing the EOP in the allotted timeframe. if available.NOTE: Master’s students in the School of Education have a different set of requirements regarding end of program assessment. A student’s GPA is not a factor in how well he or she will perform in his/her end of program exercise. They should not rely on this manual. Students are advised to work with their academic advisors to ensure that they take the correct courses during their degree and to enroll in the correct program version for their assessment preference. each student should expect to demonstrate not only that he/she possesses a thorough knowledge of his/her discipline’s literature. See Appendix 16 for the Checklist for Thesis/Capstone Submission to APUS Library (which includes the link for the APUS Library Capstone Submission/Approval Form). Please be advised that some programs have only one EOP assessment option. All students are expected to adhere to the conventions of standard English grammar and/or formal academic writing. Important Notes    The EOP assessment is meant to be a culminating experience. etc. Instructor feedback comments should not appear in the final version submitted to the library. Students who are struggling with their ability to communicate clearly in writing are strongly encouraged to complete COLL501 early in their graduate studies.

The student must pay to retake the exam. or location where an education coordinator is assigned.  Upon appeal approval by the Dean of Graduate Studies.edu. the plagiarism incident will still be recorded by the Registrar and the student will not be eligible for honors at graduation regardless of GPA. A letter of academic completion may be provided. but a degree will not be conferred. However. however. retaking the exam at an APUS site (Charles Town. the student may be allowed. contact the Dean of Graduate Studies at academics@apus.Academic Dishonesty Evidence of academic dishonesty found in a comprehensive exam or capstone paper will result in a grade of an F for the exam/course. the retake is subject to the same rules as noted above. program manager or Marketing site representative) on an APUS laptop computer disconnected from the Internet. Manassas. to retake the entire capstone course. For Capstone Assessments  Accepting the grade and not receiving the degree. The student must pass this second exam to have his/her degree conferred. For appeals to retake a comprehensive exam or capstone after a reported incident of academic dishonesty. and will not be eligible for Honors at graduation. West Virginia. options for the student include: For Comprehensive Exam Assessments  Accepting the grade and not receiving the degree. If evidence of academic dishonesty is present. The exam questions will be different from those on the previous exam and this exam will be graded by a different professor from the first exam attempt.  The student may be given the option (program dependent) to take the comprehensive exam instead. but a degree will not be conferred. regardless of GPA. Virginia. NOTE: Any evidence of academic dishonesty found in work produced in a student’s end of program comprehensive exam or capstone may prompt a review of all of the student’s work 3 .  Upon approval of the Dean of Graduate Studies. The student will not be eligible for a Passed with Distinction grade on any second attempt. at his/her own expense. the student will be supervised by an advisor. Any additional incidents of academic dishonesty on the EOP exercise will result in the student being expelled. A letter of academic completion may be provided.

Evidence of repeated violations of academic integrity may result in disciplinary actions. 4 .at APUS.

it can only be taken after the student has completed all of his/her course work. print and media reports. journal articles. Students who fail the comprehensive exam and who have submitted all course practice questions may be eligible to re-register for a second attempt at passing the 5 .CHAPTER I Master of Arts Comprehensive Final Examination NOTE: This option is not available in all programs. Some classes provide weekly assignments and discussions. Collaboration with other students enrolled in the course is also an essential component. Students must successfully complete this requirement before the award of a degree. while others provide pointers regarding which materials to review and how to prepare for the exam. Students must apply for graduation and have a minimum GPA of 3. and culminate their graduate student experience as they complete their master's program and either continue or begin work in their chosen profession. and documentaries used in their classes.0 in order to be able to register for the course. As part of the course. theories and knowledge. Thus. Students who do not complete required course activities leading up to the exam will not be allowed to take it. Comprehensive exam courses require students to submit answers to practice exam questions in order to become familiar with the types of questions that may be asked during the exam. The purpose of the course is to provide a review of key concepts. Beginning the Comprehensive Exam The examination is tailored specifically to each graduate program and must be the last course master’s degree students take from APUS. students are expected to participate fully in all course activities and must meet all assigned deadlines. Comprehensive Exam Course The separate comprehensive examination course (eight or sixteen weeks depending upon the program) prepares graduate students for the comprehensive examination in their area of study. demonstrate they have familiarity with major schools of thought and principal published works in the field. The master's comprehensive examination provides an opportunity for students to    demonstrate they have mastered the research skills and substantive content expected in their field of study. Regardless of which approach the course takes. and skill sets. It cannot be taken concurrently with course work. students may be asked to consult texts.

However.g. This occurs when the answers fail to demonstrate a clear understanding of the issues and/or have not been written using accepted academic 6 . Students will answer a minimum of four essay questions that will be graded as follows: 1. including any extensions given. Any new registration requires the student re-enroll in and pay for a new course. The final grade will not be awarded until after the course ends. if the exam requires a proctor. 2. whether it will be open or closed book. The exam must take place during the last week of the course. Taking the Exam Instructors will provide students with the exam protocols at the beginning of the course.comprehensive exam.. Students who pass three questions with at least a Pass will pass the examination. 3. etc. Students will not have their degree conferred prior to the official end of their last course. to ensure confirmation of the test date and coordination of the password (if one is required). the exam should be scheduled no later than the seventh week of an eight-week course or the fifteenth week of a sixteen-week course Exams cannot be taken prior to the final week of the course. Fail: This grade is assigned for essays that do not meet the requirements for a graduate-level essay. With distinction means the answers clearly demonstrate an understanding of the issue beyond what is typically expected of graduate students and are written using accepted academic writing conventions. Faculty may not arrange with the student to grade the exam prior to the official course end date. The numeric indicator for this classification may differ by schools. Pass with Distinction: This grade is rare and is only given to a student who passes three questions with distinction and the fourth with at least a Pass. If a proctor is required. Students should review the rubric prior to taking the exam. The answers must demonstrate a clear understanding of the issue and must be written using accepted academic writing conventions. Those who do not submit all practice questions may be denied a second attempt at the exam or may be required to take the capstone course if available. the proctor must be approved by the instructor prior to taking the exam. These protocols will provide guidance for the exam (e.). The instructor will grade the exam using the exam grading rubric (found under the Resources tab in the course classroom). Pass: This grade is assigned for essays that meet the requirements for a graduatelevel essay. One Fail grade on the four examination questions is allowed. but a pass with distinction should mean the answer is the equivalent of an A+ or 96 percent or above. A minimum of 80 percent is required to pass the exam.

and no plagiarism is reported nor any evidence found that the student failed to adhere to standard English academic writing protocols.writing conventions. 1 7 . Each new attempt at a comprehensive exam or capstone requires the student register and pay for the new course. DC: American Psychological Association. However. he/she may be permitted. o If a student has twice failed the comprehensive exam. using material from previous courses in your exam answers equals self-plagiarism. Self-plagiarism is “the presentation of one’s own previously published work as new scholarship. Washington. in lieu of his/her second attempt at the comprehensive exam. 6th ed. in lieu of a second attempt at the comprehensive exam. Students who fail two or more questions will fail the examination. the instructor will be different. if available. prior to being allowed to register again for the comprehensive exam course. and the student must pay for a second comprehensive exam course. at the student’s expense. 16. rather than being required to take the capstone course. The student is expected to fully participate in all course activities in the new course. 2010. o If the student fails the comprehensive exam on his/her first attempt because he/she has not adhered to the conventions of standard English grammar and/or formal academic writing.10 Plagiarism and Self-Plagiarism elaborates on the matter. the student will have the option of registering again for a second attempt at the comprehensive exam. the exam questions will be different. The highest grade possible is a Pass. o If the student fails the exam because of plagiarism. o If a student fails the comprehensive exam on the first attempt. under special circumstances. All related expenses must be paid by the student. he/she may be required by the Dean of Graduate Studies and the dean of the student’s school to complete COLL501. A student who fails the examination the first time cannot receive a grade of Pass with Distinction on the second examination. Section 1. or may opt to take the capstone course if available. to enroll in the capstone project Publication Manual of the American Psychological Association. Notes:    Self-plagiarism. or may opt to take the capstone course. o If a student fails the comprehensive exam on the first attempt and is allowed to retake the exam. the student may still be required to complete COLL501 prior to being allowed to take the capstone course. Evidence of academic dishonesty found in a comprehensive exam or capstone paper will result in a grade of an F for the exam/course. the student may be allowed to re-take the exam at a designated exam site with a proctor. The student must be careful not to self-plagiarize in his/her exam. The second examination is to be graded by a faculty member different from the first round of testing and will include different exam questions.” 1 Thus. pg.

and  ensure the student does not take the exam prior to the last week of the course.  ensure a copy of the End of Program Assessment Manual for Graduate Studies is in the classroom and accessible to students. the student must be prepared to enroll in the capstone course within 180 days of the appeal approval.  provide students with the exam protocols. so that those involved may quickly know which retake options should be made available to the student. Faculty Role Faculty in the comprehensive courses will  ensure students and classrooms have the necessary course resources. o The faculty member in coordination with the program director will identify a second reader for the exam.  provide students with the exam rubric.  grade the exam using the program-approved rubric.  approve the proctor (if applicable).  submit all exam questions to a plagiarism detection tool. In order for the appeal to be considered. o The student has the right to appeal issues related to the comprehensive examination in line with the standard APUS appeals process. (The feedback also is designed to help students understand what is considered a passing answer to exam questions). Students who have failed the comprehensive exam twice may appeal for this option by submitting a written appeal (which should include the student’s plan for completing the project and that addresses all comments from the previous two instructors) to the Dean of Graduate Studies at academics@apus. if the student completed the practice questions during the comprehensive exam course. contact academics@apus. 8 . Program Director’s Role All program directors will  ensure all comprehensive courses have appropriate grading rubrics. A student will not be given the opportunity to take a comprehensive exam a third time.edu. the faculty member must also use the provided drop down to notify the Registrar’s office of the main reason for the failing grade.course for his/her discipline. To appeal issues with regard to the comprehensive examination.edu. o When submitting a failing grade.  ensure students complete all activities leading up to the exam. using drop down.  ensure all faculty teaching courses are appropriately trained and follow the EOP manual. o The professor should also indicate. if available.  provide students with extensive in-text feedback on their work as a way to assist in their preparation.

base librarian. parents and their spouses. APUS is not responsible for finding proctors for individual students. the proctor monitor will be able to reach out to assist with proctor identification and the rest of the process. human resources manager. counselor. If a student indicates on the Web form that he/she cannot find a proctor. school teacher. Proctoring Comprehensive exams may be proctored pursuant to school and program requirements. for military personnel: DANTES test control officer.edu/proctor/select-proctor. supervisor. monitor and track all failures and secure readers to provide second reviews in the case of failed grades. brothers and sisters and their spouses. Note: Family members are not eligible to proctor your exam. 9 . If the student is enrolled in a comprehensive exam course that is proctored. local or regional librarian.   vet all questions and processes and ensure all course expectations and requirements are consistent. or manager of higher rank. faculty members will provide the following link to the APUS Web form during the first week of class: http://www.apus. proctor monitoring staff will contact the student to discuss possible options. or officer. or member of the clergy. educational services officer.   Once the Web form is completed. Family members are defined as:     spouse and his/her parents. Your proctor must hold either a minimum of a bachelor's degree OR one of the following professional positions:      administrator or faculty member of any accredited institution of higher education . The following are the requirements for proctors: Your proctor will have overall responsibility for the security of the test administration. or administrator. Note: Proctor monitors have no way to contact a student who has not completed the Web form. and ensure that all faculty are submitting the report to the Registrar regarding the reason for any failing grades. sons and daughters and their spouses. training manager. It is the student’s responsibility to do this and to complete the Web form process.

10 .  grandparents and grandchildren and their spouses. If the faculty member is unable to assist. students may also contact proctor@apus. Students with questions about the process should direct them to the assigned faculty member. or domestic partner and his/her parents.edu.

More information about the APUS IRB can be found at http://www. table of contents. The IRB process can take up to one month to complete.  demonstrate mastery of the skills required of professional analysts and for more advanced graduate studies. the student will be advised by the professor to complete this process during the initial weeks of the class. end notes pages.CHAPTER II Master's Capstone: Thesis Option The master's thesis provides an opportunity for students to  plan and execute a major research project. and should be. NOTE: Theses involving human subjects without an IRB approval will not be made available on the public Web. at minimum. Students enrolling in a capstone option program will already have this reflected in their online academic plan. fifty pages in length. present an original argument. The capstone course may be taken only after the completion of all coursework. Students enroll in the course available in the given session and work with the professor on defining a thesis.  provide a contribution to knowledge in their discipline. lists of figures. A thesis must have a substantial research component. Students must successfully complete this requirement before the award of a degree. Beginning the Thesis Project The master's capstone thesis option includes a thesis or a major research project or paper in lieu of the final comprehensive examination. no concurrent coursework is permitted. If IRB review is needed. bibliography. use proper academic writing conventions. etc. That is. appendices.g.  demonstrate familiarity with major schools of thought and principal published works in the field. acknowledgment and dedication pages. the supervising professor may determine that the proposal requires a human subject review by the APUS Institutional Review Board (IRB). abstract.apus.edu/community-scholars/institutional-review-board/. Students must also 11 . The course is tailored specifically to each graduate program and must be the last course master’s degree students take from APUS. including carefully documented primary and/or secondary sources. illustrations and tables..). During thesis proposal process. and  culminate their graduate student experience as they complete their master's program and either continue or begin working in their chosen profession. This option is desirable for those students who wish to focus on specific subject matter or who would like to continue their education at a higher level. Students electing this option will have three less graduate electives than those students enrolled in a comprehensive exam program. This page count does NOT include the front and back matter (e.

and analytic procedures to be used. see Appendix 1. Notes:  Self-plagiarism. see the requirements within the classroom. In general. The student and professor shall coordinate the process for the student to submit and receive feedback on drafts of thesis sections.0 in order to be able to register for the course. For an overview of the required components a thesis should contain. Professors are not required to accept theses that have not undergone this review process. The proposal should explain the question or problem to be investigated and convince the thesis professor that the question or problem merits investigation. The student is also encouraged to ask other APUS faculty and professionals and leaders in his/her field of study to volunteer as thesis readers and provide feedback on drafts of thesis sections where these faculty members and professionals may have special expertise. The formal proposal must provide a clear and lucid description of a question or problem and a proposed method for answering it. including submitting all required components of the research process.apply for graduation and have a minimum GPA of 3. Students should not expect to submit a final product at the end of the course without having completed each stage of the research process as outlined. a student's graduate research methods instructor may be asked for feedback on the thesis research design. Students are expected to work with their advisors and must follow all guidance provided in the course. For further guidance on the format of the proposal. Thesis Proposal A formal thesis proposal is required and shall be prepared in accordance with the standards of the academic discipline. methodology. It should show that the student has read the relevant and recent literature on the subject. purpose of the research. The formal proposal should not exceed five pages (title page not included). Preparing the Thesis Thesis preparation entails a partnership between the student and professor. The student must be careful not to self-plagiarize in his/her exam. Capstone thesis faculty must approve the proposal before students move on to the next stage of the process. Proposal drafting is considered a learning process and helps students avoid oversights and possible mistakes. the thesis proposal should include background information related to the research topic. Self-plagiarism is “the presentation of one’s own previously published work as new 12 . and it should contain a list of academically appropriate resources consulted during the preliminary stages of research. For example.

16. research. and expression. The thesis must also follow appropriate APUS Library declarations (see Chapter VI). the following are required to follow the formats shown in Appendixes 4-8. Appendix 4) 3 o University Publication License /Copyright page (required. A grade of an A+ (or 96 percent and above) is the equivalent of the comprehensive exam designation of Pass with Distinction. Publication Manual of the American Psychological Association. Thus. an A+ is only given to those papers that demonstrate excellence in originality. 6th ed. Approval of Thesis Once a final thesis manuscript is approved by the thesis professor. 2010. Appendix 5) o Dedication page (if included. o Title page (required. Appropriate stylistic formatting and documentation are the student’s responsibility. o NOTE: Hyperlinking to sections within the thesis can add ease to navigation. 2 3 This means that papers using APA formatting should not include the running head on the title page.com/APUS_ePress/style_guides. Section 1.      scholarship. The citation approach and manuscript formatting is established by the program or school’s officially designated style manual.” 2 Evidence of academic dishonesty found in a comprehensive exam or capstone paper will result in a grade of an F for the exam/course. 13 . Appendix 8) The Table of Contents. Appendix 6) o Acknowledgements page (if included. List of Tables.10 Plagiarism and Self-Plagiarism elaborates on the matter. o Pages should be left justified. DC: American Psychological Association. Appendix 7) o Abstract of the thesis (required. Any thesis that receives this grade must be of such high quality that it is potentially publishable in a discipline-appropriate scholarly academic journal. and List of Figures should be formatted according to the program’s or school’s designated style manual with the following exceptions (see Appendixes 9-11 for examples): o Dot leaders (periods between words and pages) are required.campusguides. Student papers that do not follow the prescribed style rules will not be accepted. Style manuals are located in the APUS Library at http://apus. argument. o Double space between entries. Washington. Thesis formatting shall be in strict accordance with the End of Program Assessment Manual for Graduate Studies (EOP Manual) to ensure uniformity across the university. it will be graded based on the standards in the program’s grading rubric on a categorical scale of A+ through F. however. pg.

Instructor feedback comments should not appear in the final version submitted to the library. In order for students to be permitted any additional extensions on their original capstone course the faculty member must forward all second extension requests in the capstone 14 . equivalent of a Pass with Distinction). All spelling. In order to have your paper considered for inclusion. if appropriate. Those programs that require a 2nd reader must include that person’s signature as well. AND the school dean. Exceptional works. the paper must:       have received a grade of A+ (i.. Unsuccessful Capstone Attempts Students who have not successfully completed their capstone project during the period allowed for the capstone course may be allowed one extension opportunity to complete the requirement. program director. This is done by the program director and NOT the student. will be considered for publication by the APUS Library in DigitalCommons@APUS as an example of a capstone project that meets the highest level of distinction. those that received a grade of an A+. The student’s paper must be checked using a plagiarism detection tool before submission. the program director. citations. must be correct and appropriate. include the Institutional Review Board (IRB) authorization documentation. The program director must submit the student’s paper within one month of the course completion date. have the approval of the Dean of Graduate Studies.e. Submission of Final Thesis The last step in the thesis project is to submit the final manuscript (in Microsoft Word format) to the APUS Library. All thesis capstone papers are retained by the APUS Library. See Chapter VI for detailed submission procedures and Appendix 16 for the Checklist for Thesis/Capstone Submission to APUS Library (which includes the link for the APUS Library Capstone Submission/Approval Form). etc. and academic dean. grammar. and have met the publication guidelines of the APUS Library.The following signatures are required for approval on the APUS Library Capstone Submission/Approval Form: capstone professor. been approved by the Director of Graduate Studies. Students who are permitted this opportunity will temporarily be issued an incomplete for the course and be allowed a 30-day extension to meet the requirements as outlined by the advisor. have been recommended by the instructor.

Faculty Role Faculty in the capstone courses will  ensure students and classrooms have the necessary course resources. If a student has failed the capstone.edu.  direct the intellectual content and proper formatting of the thesis.  approve the proposal before students move on to the next stage of the process. The student has the right to appeal issues related to the capstone process in line with the standard APUS appeals process by contacting academics@apus. so that those involved may quickly know which retake options should be made available to the student. depending upon the documentation a student is able to submit. the original capstone course grade will either remain as a failing grade or as a withdrawal. The extension request will be reviewed by a committee of two that includes the dean of the student’s school and the Dean of Graduate Studies.edu.course to academics@apus.  provide students with a detailed process to submit and receive feedback on drafts of thesis sections.  send the manuscript and a copy of the thesis and the thesis rubric evaluation to the program director who will then forward to a second reader. Submitted along with this are the following documents: 15 . o When submitting a failing grade. NOTE: Each new attempt at a comprehensive exam or capstone requires the student register and pay for the new course. and it is determined to be caused by the student’s inability to use proper academic writing conventions. if required. In the event the student fails to meet the extension deadlines. indicate the reason for that grade. when submitting the final grade.  work with students who require an extension to ensure completion within the allotted timeframe.  provide students with extensive in-text feedback on drafts.  issue a final thesis grade using the program-approved rubric. the student may be required to complete COLL501 prior to enrolling in a final attempt at the capstone course. the faculty member must also use the provided drop down to notify the Registrar’s office of the main reason for the failing grade.  in the event of the student fails the thesis.  submit paper to a plagiarism detection tool.  ensure the academic quality and integrity of the thesis. and  submit the completed document to the program director to be signed by him/her and the school dean before being forwarded on to the APUS Library as outlined in Chapter VI.

NOTE: The last 4 items in this list are included in the APUS Library Capstone Submission/Approval Form. The second reader will independently grade the work.  ensure all thesis courses are set up properly and include a requirement for a thesis proposal. The second reader will be chosen by the program director or school dean. 2. secure school dean’s signature. recommendation for publication (if applicable). The task of the second reader is to review the thesis using the program-approved rubric. Once the second reader has received the thesis.  monitor and track all failures and ensure faculty are reporting the reason for failing grades. if appropriate.  select second readers. If the second reader’s evaluation does not concur with that of the thesis advisor. Second Readers: Some programs require second readers for the thesis. 4.  vet all capstone requirements and ensure course expectations and requirements are consistent across courses. the paper will go to the appropriate program director or school dean to issue a decision about the final grade. required cover letter/page. 3. he/she has one week to review and respond to the thesis advisor. 5. and  issue final approval for all capstones. IRB documentation (if applicable. and Submission and Approval forms (see Appendix 16).1. 16 .  ensure all faculty who teach the capstone courses are appropriately trained and qualified to do so. see Appendix 15).  ensure a copy of the End of Program Assessment Manual is in the classroom and accessible to students. school dean’s recommendation for publication (if applicable). Program Director’s Role All program directors will  ensure all capstones courses have appropriate grading rubrics. and submit work to the APUS Library (see Chapter VI and Appendix 16).

Proposal drafting is considered a learning process and helps the student avoid oversights and possible mistakes. Creative Project Proposal A formal creative project proposal is required and shall be prepared in accordance with the standards of the academic discipline. Students must apply for graduation and have a minimum GPA of 3. It should show that the student has read the relevant and recent literature on the subject. In general. can be completed in the allotted time. provide a contribution to their discipline.A. The formal proposal must provide a clear and lucid description of a creative project and must include a discussion of how that project is situated within the discipline. no concurrent coursework is permitted. Professors are not required to accept work that has not undergone this review process. The proposal should explain the goal and intent of the project and convince the professor that the project fits within the discipline.0 in order to be able to register for the course. An overview of the required components of an M. The 17 . Completing the Creative Project Creative project preparation entails a partnership between the student and the professor who is responsible for directing the intellectual content and activities of the project. That is. and it should contain a list of materials consulted during the preliminary stages of research. Students must successfully complete this requirement before the award of a degree. demonstrate mastery of the skills required of professionals in their discipline. and culminate their graduate-student experience as they complete their master's program and either continue or begin working in their chosen profession. The formal proposal should not exceed five pages (title page not included). the creative project proposal should include background information related to the project topic. the purpose of the project. Beginning the Creative Project The course is tailored specifically to each graduate program and must be the last course master’s degree students take from APUS. The capstone course may be taken only after the completion of all coursework. For further guidance on the format of the proposal see requirements within the classroom. and investigatory procedures to be used. creative project can be found in Appendix 2. and comports with discipline standards.CHAPTER III Master's Capstone: Creative Project The master's creative project provides an opportunity for students to     plan and execute a creative project.

The citation approach and manuscript formatting is established by the program or school’s officially designated style manual. o Double space between entries. The student also is encouraged to ask other APUS faculty and professionals and leaders in his/her field of study to volunteer to observ e and provide feedback on project activities where these faculty members and professionals may have special expertise. Self-plagiarism is “the presentation of one’s own previously published work as new scholarship. Notes:         Self-plagiarism. Student papers that do not follow the prescribed style rules will not be accepted. Section 1. Appropriate stylistic formatting and documentation are the student’s responsibility. Appendix 5) o Dedication page (if included. DC: American Psychological Association. o NOTE: Hyperlinking to sections within the thesis can add ease to navigation. 4 5 This means that papers using APA formatting should not include the running head on the title page. however. Publication Manual of the American Psychological Association. pg. o Pages should be left justified. Style manuals are located in the APUS Library at http://apus. Appendix 4) 5 o University Publication License /Copyright page (required. 2010. Washington. and List of Figures should be formatted according to the program’s or school’s designated style manual with the following exceptions (see Appendixes 9-11 for examples): o Dot leaders (periods between words and pages) are required.com/APUS_ePress/style_guides. Creative project length and depth shall be in accordance with disciplinary standards. Formatting shall be in strict accordance with the End of Program Assessment Manual for Graduate Studies (aka EOP Manual) to ensure uniformity across the university. Appendix 6) o Acknowledgements page (if included. 18 . Appendix 8) The Table of Contents.campusguides. 16. 6th ed. Appendix 7) o Abstract of the thesis (required. The thesis must also follow appropriate APUS Library declarations (see Chapter VI). List of Tables.10 Plagiarism and Self-Plagiarism elaborates on the matter. the following are required to follow the formats shown in Appendixes 4-8.” 4 Evidence of academic dishonesty found in a comprehensive exam or capstone paper will result in a grade of an F for the exam/course. o Title page (required. The student must be careful not to self-plagiarize in his/her exam.student and professor shall coordinate the process for the student to submit and receive feedback on project activities.

Submission of Creative Project Report The last step in the project is to submit the final manuscript (in Microsoft Word format) to the APUS Library. A grade of an A+ (or 96 percent) is the equivalent of the comprehensive exam designation of Pass with Distinction. program director. include the Institutional Review Board (IRB) authorization documentation. will be considered for publication by the APUS Library in DigitalCommons@APUS as an example of a capstone project that meets the highest level of distinction. All spelling. The following signatures are required for approval on the APUS Library Capstone Submission/Approval Form: capstone professor. an A+ is only given to those works that demonstrate excellence in originality. Those programs that require a 2nd reader must include that person’s signature as well. See Chapter VI for detailed submission procedures and Appendix 16 for the Checklist for Thesis/Capstone Submission to APUS Library (which includes the link for the APUS Library Capstone Submission/Approval Form). The program director must submit the student’s paper within one month of the course completion date. Exceptional works. the creative project will be graded based on the standards in the creative project rubric on a categorical scale of grades A+ through F. equivalent of a Pass with Distinction). etc. the paper must:      have received a grade of A+ (i. In order to have your paper considered for inclusion. 19 . those that received a grade of an A+. and/or expression. been approved by the Director of Graduate Studies.. Thus. have been recommended by the instructor. research.e.Approval of Creative Project Once a final project manuscript is approved by the capstone professor. All capstone papers are retained by the APUS Library. citations. must be correct and appropriate. AND the school dean. if appropriate. argument. and have met the publication guidelines of the APUS Library. Instructor feedback comments should not appear in the final version submitted to the APUS Library. grammar. and academic dean. the program director. This is done by the program director and NOT the student. The student’s paper must be checked using a plagiarism detection tool before submission. The creative project that receives this grade must be of such high quality that it is potentially publishable in a discipline-appropriate academic journal.

if required. the original capstone course grade will either remain as a failing grade. The extension request will be reviewed by a committee of two that includes the dean of the student’s school and the Dean of Graduate Studies.Unsuccessful Capstone Attempts Students who have not successfully completed their capstone project during the period allowed for the capstone course may be allowed one extension opportunity to complete the requirement. The student has the right to appeal issues related to the comprehensive examination in line with the standard APUS appeals process by contacting academics@apus. the student may be required to complete COLL501 prior to enrolling in a final attempt at the capstone course. or as a withdrawal. Students who are permitted this opportunity will temporarily be issu ed an incomplete for the course and be allowed a 30 day extension to meet the requirements as outlined by the advisor. indicate the reason for that grade. NOTE: Each new attempt at a comprehensive exam or capstone requires the student register and pay for the new course. when submitting the final grade.  submit all exam questions to a plagiarism detection tool. 20 .  send the manuscript and a copy of the capstone and the capstone rubric evalu ation to the program director who will then forward to a second reader. and it is determined to be caused by the student’s inability to use proper academic writing conventions. In order for students to be permitted any additional extensions on their original capstone course the faculty member must forward all second extension requests in the capstone course to academics@apus. depending upon the documentation a student is able to submit.  direct the intellectual content and proper formatting of the project.edu. Faculty Role Faculty in these courses will  ensure students and classrooms have the necessary course resources.  approve the proposal before students move on to the next stage of the process.  ensure the academic quality and integrity of the work.edu.  provide students with extensive in-text feedback on project drafts. In the event the students fails to meet the extension deadlines.  in the event of the student fails the capstone. If a student has failed the capstone.  provide students with a detailed process to submit and receive feedback on project drafts.  issue a final project grade using the program-approved rubric.

work with students who require an extension to ensure completion within the allotted timeframe. the faculty member must also use the provided drop down to notify the Registrar’s office of the main reason for the failing grade. IRB documentation (if applicable. 21 . In the event of a failing grade.  vet all capstone requirements and ensure course expectations and requirements are consistent across courses. and submit the completed document to the program director to be signed by him/her and the school dean before being forwarded on to the APUS Library as outlined in Chapter VI. and Submission and Approval forms (see Appendices 16). see Appendix 15).  ensure a copy of the End of Program Assessment Manual for Graduate Studies is in the classroom and accessible to students.  ensure all faculty who teach the capstone courses are appropriately trained and qualified to do so. 4. the rubric must be provided to the program director who will appoint a second reader to review the work. so that those involved may quickly know which retake options should be made available to the student. The task of the second reader is to review the capstone using the program-approved rubric. Once the second reader has received the capstone. he/she has one week to review and respond to the capstone advisor. The second reader will independently grade the work. If the second reader’s evaluation does not concur with the capstone advisor.  ensure all capstone courses are set up properly and include a requirement for a creative project proposal. required cover letter/page. school dean’s recommendation for publication (if applicable).  o When submitting a failing grade. The second reader will be chosen by the program director or school dean. recommendation for publication (if applicable). the paper will go to the appropriate program director or school dean to issue a decision about the final grade. 3. 2. Program Director’s Role All program directors will  ensure all capstones courses have appropriate grading rubrics. 5. NOTE: The last 4 items in this list are included in the APUS Library Capstone Submission/Approval Form Second Readers: Some programs require second readers for the capstone. Submitted along with this are the following documents: 1.

22 . and issue final approval for all capstones. and submit work to the APUS Library (see Chapter VI and Appendix 16). select second readers.   monitor and track all failures and ensure faculty are reporting the reason for failing grades. if appropriate. secure school dean’s signature.

The formal proposal must provide a clear and lucid description of the practicum including the location or organization in which the practicum will be completed. and background of the organization and work to be completed.0 in order to be able to register for the course. For further guidance on the format of the proposal see requirements 23 . In addition. The capstone course may be taken only after the completion of all coursework. demonstrate mastery of the skills required of professionals in their discipline. a description of the 160 hours of work required to complete the practicum. The formal proposal should not exceed five pages (title page not included). That is. In general. and the name and title of the supervising staff member at the organization. and it should contain a list of materials consulted during the preliminary stages as part of the rationale for doing the practicum in the identified organization. Beginning the Practicum and Critical Reflection Paper The course is tailored specifically to each graduate program and must be the last course master’s degree students take from APUS. Practicum Proposal A formal practicum proposal is required and shall be prepared in accordance with the standards of the academic discipline. selection. no concurrent coursework is permitted. and critical reflection process procedures to be used during it. critically reflect on work experience in light of theory learned in class. The proposal should explain the objectives to be learned and convince the practicum professor that the proposed practicum merits application and integration of learning for the student and specified degree. It should show that the student has read the relevant and recent literature related to the practicum selection. the schedule and objectives for the work to be completed. the students will need to describe how completing this practicum is consistent with their course of study and articulate the objectives they hope to achieve through the completion of this practicum. the practicum proposal should include background information related to the learning objectives. purpose of the practicum.CHAPTER IV Master's Capstone: Practicum and Critical Reflection Paper The master's practicum and critical reflection paper provide an opportunity for students to     obtain experience in a focused area or discipline of their study. Students must apply for graduation and have a minimum GPA of 3. and culminate their graduate student experience as they complete their master's program and either continue or begin working in their chosen profession. Students must successfully complete this requirement before the award of a degree. Proposal drafting is considered a learning process and helps the students avoid oversights and possible mistakes. identification.

16. Students are required to keep a log or journal during the practicum and to write a critical reflection paper on this experience. Outside faculty and other professionals’ opinions and feedback also may be sought. Completion of the reflection paper and formatting shall be directed by the professor.within the classroom. The student and professor shall coordinate the process for the student to submit and receive feedback on practicum activities and the critical reflection paper. The practicum may not be completed in the student’s current reporting structure at work. Self-plagiarism is “the presentation of one’s own previously published work as new scholarship. An overview of the required components of an M. and a supervising professor who is responsible for directing the intellectual content and activities of the practicum.” 6 Evidence of academic dishonesty found in a comprehensive exam or capstone paper will result in a grade of an F for the exam/course. The student also is required to obtain the mentor (see above) who will provide feedback on practicum activities.10 Plagiarism and Self-Plagiarism elaborates on the matter. especially where faculty members and professionals have special expertise. 6 24 .A. pg. The professor will provide guidelines for selecting a mentor and the mentor’s role in the practicum. Formatting shall be in strict accordance with the End of Program Assessment Manual for Graduate Studies to ensure uniformity across the university. 2010. One hundred sixty on-site hours are required for successful completion of the practicum. Notes:    Self-plagiarism. Before consulting outside sources. 6th ed. The integration paper will be between 25 and 30 pages and follow a method similar to David Kolb’s experiential learning style as the basis and method for writing the paper. The paper’s length and depth shall be in accordance with disciplinary standards. be sure to consult your course instructor. Selecting an appropriate mentor in the workplace who will support the learning of the student in this process is critical to the successful completion of the practicum. The student must be careful not to self-plagiarize in his/her exam. and it is preferred that it be completed at an organization other than the student’s current place of employment. DC: American Psychological Association. an outside organization. Practicum paper can be found in Appendix 3. Publication Manual of the American Psychological Association. Section 1. Completing the Practicum Practicum preparation entails a partnership between the student. Washington.

Submission of Critical Reflection Paper The final step in the project is to submit the final manuscript to the APUS Library. Appendix 8) The Table of Contents. a grade of an A+ is only given to those projects that demonstrate excellence and are of the highest quality. o Double space between entries. Appendix 7) o Abstract of the thesis (required. Appendix 6) o Acknowledgements page (if included. o Pages should be left justified. however. final grading for the practicums and the critical reflection paper will be based on the standards in the APUS practicum and critical reflection rubric on a categorical scale of A+ through F. and academic dean. A grade of an A+ is the equivalent of the comprehensive exam designation of Pass with Distinction. Appendix 5) o Dedication page (if included. which is done by the program director and NOT the student. o Title page (required. Those programs that require a 2nd reader must include that person’s signature as well. o NOTE: Hyperlinking to sections within the thesis can add ease to navigation. The following signatures are required for approval on the APUS Library Capstone Submission/Approval Form: capstone professor. 7 This means that papers using APA formatting should not include the running head on the title page. The project that receives this grade must be of such high quality that it is potentially publishable in a discipline-appropriate scholarly academic journal. the following are required to follow the formats shown in Appendixes 4-8. The thesis must also follow appropriate APUS Library declarations (see Chapter VI). program director. List of Tables. Style manuals are located in the APUS Library at http://apus. Approval of the Practicum and Critical Reflection Paper Once a final critical reflection paper is approved by the professor. Appropriate stylistic formatting and documentation are the student’s responsibility. Thus. and List of Figures should be formatted according to the program’s or school’s designated style manual with the following exceptions (see Appendixes 9-11 for examples): o Dot leaders (periods between words and pages) are required.     The citation approach and manuscript formatting is established by the program or school’s officially designated style manual. Student papers that do not follow the prescribed style rules will not be accepted.campusguides. Appendix 4) 7 o University Publication License /Copyright page (required.com/APUS_ePress/style_guides. 25 .

etc. If a student has failed the capstone. equivalent of a Pass with Distinction). or as a withdrawal. the program director. citations. will be considered for publication by the APUS Library in DigitalCommons@APUS as an example of a capstone project that meets the highest level of distinction. Unsuccessful Capstone Attempts Students who have not successfully completed their capstone project during the period allowed for the capstone course may be allowed one extension opportunity to complete the requirement.edu.All capstone papers are retained by the APUS Library. been approved by the Director of Graduate Studies. must be correct and appropriate. All spelling. The extension request will be reviewed by a committee of two that includes the dean of the student’s school and the Dean of Graduate Studies. the original capstone course grade will either remain as a failing grade. See Chapter VI for detailed submission procedures and Appendix 16 for the Checklist for Thesis/Capstone Submission to APUS Library (which includes the link for the APUS Library Capstone Submission/Approval Form). those that received a grade of an A+. AND the school dean.e. The program director must submit the student’s paper within one month of the course completion date. Instructor feedback comments should not appear in the final version submitted to the library. the paper must:      have received a grade of A+ (i. In order to have your paper considered for inclusion. if appropriate. Students who are permitted this opportunity will temporarily be issued an incomplete for the course and be allowed a 30-day extension to meet the requirements as outlined by the advisor. depending upon the documentation a student is able to submit. have been recommended by the instructor. Exceptional works. the student may be required to complete COLL501 prior to enrolling in a final attempt at the capstone course. and it is determined to be caused by the student’s inability to use proper academic writing conventions. In the event the students fails to meet the extension deadlines. include the Institutional Review Board (IRB) authorization documentation. and have met the publication guidelines of the APUS Library. The student’s paper must be checked by a plagiarism detection tool before submission. 26 .. In order for students to be permitted any additional extensions on their original capstone course the faculty member must forward all second extension requests in the capstone course to academics@apus. grammar.

27 . Faculty Role Faculty in these courses will  ensure students and classrooms have the necessary course resources. and  submit the completed document to the program director to be signed by him/her and the school dean before being forwarded on to the APUS Library as outlined in Chapter VI. 4. NOTE: The last 4 items in this list are included in the APUS Library Capstone Submission/Approval Form.NOTE: Each new attempt at a comprehensive exam or capstone requires the student register and pay for the new course. indicate the reason for that grade. 3. the faculty member must also use the provided drop down to notify the Registrar’s office of the main reason for the failing grade.edu. IRB documentation (if applicable. see Appendix 15). recommendation for publication (if applicable). o When submitting a failing grade. if required.  work with students who require an extension to ensure completion within the allotted timeframe. The student has the right to appeal issues related to the comprehensive examination or capstone in line with the standard APUS appeals process by contacting academics@apus.  send the manuscript and a copy of the capstone and the capstone rubric evaluation to the program director who will then forward to a second reader.  submit all exam questions to a plagiarism detection tool. when submitting the final grade. so that those involved may quickly know which retake options should be made available to the student.  provide students with a detailed process to submit and receive feedback on project drafts.  issue a final project grade using the program-approved rubric. 5.  direct the intellectual content and proper formatting of the project.  approve the proposal before students move on to the next stage of the process.  in the event of the student fails the capstone.  provide students with extensive in-text feedback on project drafts. 2.  ensure the academic quality and integrity of the work. Submitted along with this are the following documents: 1. required cover letter/page. and Submission and Approval forms (see Appendix 16). school dean’s recommendation for publication (if applicable).

 provide guidelines for selecting a mentor and the mentor’s role in the practicum.  ensure all faculty who teach the capstone courses are appropriately trained and qualified to do so. the rubric must be provided to the program director who will appoint a second reader to review the work.  ensure a copy of the End of Program Assessment Manual is in the classroom and accessible to students. secure school dean’s signature and submit work to the APUS Library (see Chapter VI and Appendix 16).  ensure all capstone courses are set up properly and include a requirement for a capstone project proposal.Second Readers: Some programs require second readers for the capstone. In the event of a failing grade. and  issue final approval for all capstones. The task of the second reader is to review the capstone using the program-approved rubric. The second reader will be chosen by the program director or school dean. Program Director’s Role All program directors will  ensure all capstones courses have appropriate grading rubrics. the paper will go to the appropriate program director or school dean to issue a decision about the final grade.  vet all capstone requirements and ensure course expectations and requirements are consistent across courses. Once the second reader has received the capstone.  monitor and track all failures and ensure faculty are reporting the reason for failing grades. If the second reader’s evaluation does not concur with the capstone advisor.  select second readers. if appropriate. The second reader will independently grade the work. he/she has one week to review and respond to the capstone advisor. 28 .

Portfolio and Critical Reflection Paper Each program specifies the artifacts that make up the portfolio. 29 .CHAPTER V Master's Capstone: Portfolio and Critical Reflection Paper Option The master's portfolio option provides an opportunity for students to      demonstrate a mastery of the area or discipline of their study. Students must successfully complete this requirement before the award of a degree. no concurrent coursework is permitted. It should be roughly 50 pages (not including front and back matter). Students are expected to retain these artifacts as they progress through their program. Beginning the Portfolio Option The course is tailored specifically to each graduate program and must be the last course master’s degree students take from APUS. demonstrate mastery of the skills required of professionals in their discipline.0 in order to be able to register for the course. Students are required to keep a log or journal during their course of study at APUS. These artifacts will be reviewed and reevaluated by the student and the professor. The capstone course may be taken only after the completion of all coursework. Professors work with students as they demonstrate the program’s established competencies. The final capstone course provides the opportunity for students to reflect upon their learning and to demonstrate through their critical reflection paper that they have met the program learning outcomes. That is. apply theory learned in class to real world situations and scenarios. Students must apply for graduation and have a minimum GPA of 3. This will entail reflection on the various artifacts. and culminate their graduate student experience as they complete their master's program and either continue or begin working in their chosen profession. The paper should also show that the student has read the relevant and recent literature related to the program and it should contain a list of materials consulted during the student’s course of study. critically reflect on the learning that has occurred during their study. but also application of critical discipline theory. This will help the student when they have to write a critical reflection paper on their learning experience.

the following are required to follow the formats shown in Appendixes 4-8. Self-plagiarism is “the presentation of one’s own previously published work as new scholarship. 2010. List of Tables. The paper’s length and depth shall be in accordance with disciplinary standards. 16.com/APUS_ePress/style_guides. Publication Manual of the American Psychological Association. The student must be careful not to self-plagiarize in his/her exam. Section 1. Formatting shall be in strict accordance with the End of Program Assessment Manual for Graduate Studies to ensure uniformity across the university. Washington. Notes:       Self-plagiarism. and List of Figures should be formatted according to the program’s or school’s designated style manual with the following exceptions (see Appendixes 9-11 for examples): o Dot leaders (periods between words and pages) are required.campusguides. NOTE: Hyperlinking to sections within the thesis can add ease to navigation. Appendix 4) 9 o University Publication License /Copyright page (required. Appendix 6) o Acknowledgements page (if included. Style manuals are located in the APUS Library at http://apus. The citation approach and manuscript formatting is established by the program or school’s officially designated style manual. o Double space between entries. Appendix 5) o Dedication page (if included. pg.Completing the Capstone Portfolio preparation entails a partnership between the student and the supervising professor who is responsible for directing the intellectual content and activities of the portfolio. 8 9 This means that papers using APA formatting should not include the running head on the title page. 6th ed. The student and professor shall coordinate the process for the student to submit and receive feedback on practicum activities and the critical reflection paper.” 8 Evidence of academic dishonesty found in a comprehensive exam or capstone paper will result in a grade of an F for the exam/course. Appendix 8) The Table of Contents. Appendix 7) o Abstract of the thesis (required.10 Plagiarism and Self-Plagiarism elaborates on the matter. however. o Pages should be left justified. Completion of the reflection paper and formatting shall be directed by the professor. o Title page (required. 30 . DC: American Psychological Association.

include the Institutional Review Board (IRB) authorization documentation. equivalent of a Pass with Distinction). The project that receives this grade must be of such high quality that it is potentially publishable in a discipline-appropriate scholarly academic journal. All capstone papers are retained by the APUS Library. Submission of Critical Reflection Paper The final step in the project is to submit the final manuscript to the APUS Library. Appropriate stylistic formatting and documentation are the student’s responsibility. must be correct and appropriate. The following signatures are required for approval on the APUS Library Capstone Submission/Approval Form: capstone professor. final grading for the portfolio and the critical reflection paper will be based on the standards in the APUS portfolio and critical reflection rubric on a categorical scale of A+ through F. Exceptional works. been approved by the Director of Graduate Studies. citations.  The thesis must also follow appropriate APUS Library declarations (see Chapter VI). have been recommended by the instructor. Approval of the Portfolio and Critical Reflection Paper Once a final critical reflection paper is approved by the professor. All spelling. the paper must:      have received a grade of A+ (i. and academic dean.e. Student papers that do not follow the prescribed style rules will not be accepted. etc. 31 . Program directors must submit the student’s paper within one month of the course completion date. Those programs that require a 2nd reader must include that person’s signature as well. which is done by the program director and NOT the student. will be considered for publication by the APUS Library in DigitalCommons@APUS as an example of a capstone project that meets the highest level of distinction. those that received a grade of an A+. In order to have your paper considered for inclusion. The student’s paper must be checked using a plagiarism detection tool before submission. A grade of an A+ is the equivalent of the comprehensive exam designation of Pass with Distinction. and have met the publication guidelines of the APUS Library. AND the school dean. grammar. if appropriate. Instructor feedback comments should not appear in the final version submitted to the library.. program director. the program director. a grade of an A+ is only given to those projects that demonstrate excellence and are of the highest quality. Thus.

 issue a final project grade using the program-approved rubric. NOTE: Each new attempt at a comprehensive exam or capstone requires the student register and pay for the new course.  provide students with extensive in-text feedback on project drafts.See Chapter VI for detailed submission procedures and Appendix 16 for the Checklist for Thesis/Capstone Submission to APUS Library (which includes the link for the APUS Library Capstone Submission/Approval Form). Faculty Role Faculty in these courses will  ensure students and classrooms have the necessary course resources.edu. In the event the students fails to meet the extension deadlines.  provide students with a detailed process to submit and receive feedback on project drafts.  direct the intellectual content and proper formatting of the project.  submit all exam questions to a plagiarism detection tool. the student may be required to complete COLL501 prior to enrolling in a final attempt at the capstone course. The student has the right to appeal issues related to the comprehensive examination in line with the standard APUS appeals process by contacting academics@apus. 32 . In order for students to be permitted any additional extensions on their original capstone course the faculty member must forward all second extension requests in the capstone course to academics@apus. and it is determined to be caused by the student’s inability to use proper academic writing conventions.edu. the original capstone course grade will either remain as a failing grade. or as a withdrawal. depending upon the documentation a student is able to submit. Students who are permitted this opportunity will temporarily be issued an incomplete for the course and be allowed a 30-day extension to meet the requirements as outlined by the advisor. The extension request will be reviewed by a committee of two that includes the dean of the student’s school and the Dean of Graduate Studies. Unsuccessful Capstone Attempts Students who have not successfully completed their capstone project during the period allowed for the capstone course may be allowed one extension opportunity to complete the requirement.  ensure the academic quality and integrity of the work. If a student has failed the capstone.  approve the proposal before students move on to the next stage of the process.

o When submitting a failing grade. The second reader will be chosen by the program director or school dean. 33 . Once the second reader has received the capstone. Program Director’s Role All program directors will  ensure all capstones courses have appropriate grading rubrics. school dean’s recommendation for publication (if applicable). The second reader will independently grade the work. recommendation for publication (if applicable). The task of the second reader is to review the capstone using the program-approved rubric. if required. NOTE: The last 4 items in this list are included in the APUS Library Capstone Submission/Approval Form. required cover letter/page. In the event of a failing grade. and Submission and Approval forms (see Appendix 16). so that those involved may quickly know which retake options should be made available to the student. the paper will go to the appropriate program director or school dean to issue a decision about the final grade. 5. when submitting the final grade. Second Readers: Some programs require second readers for the capstone. 4. If the second reader’s evaluation does not concur with the capstone advisor. Submitted along with this are the following documents: 1. IRB documentation (if applicable. in the event of the student fails the capstone.  ensure all capstone courses are set up properly.    send the manuscript and a copy of the capstone and the capstone rubric evaluation to the program director who will then forward to a second reader. see Appendix 15).  ensure all faculty who teach the capstone courses are appropriately trained and qualified to do so. and submit the completed document to the program director to be signed by him/her and the school dean before being forwarded on to the APUS Library as outlined in Chapter VI. 3. work with students who require an extension to ensure completion within the allotted timeframe. indicate the reason for that grade. 2. the rubric must be provided to the program director who will appoint a second reader to review the work. he/she has one week to review and respond to the capstone advisor. the faculty member must also use the provided drop down to notify the Registrar’s office of the main reason for the failing grade.

secure school dean’s signature. if appropriate. select second readers. and issue final approval for all capstones. 34 . vet all capstone requirements and ensure course expectations and requirements are consistent across courses. monitor and track all failures and ensure faculty are reporting the reason for failing grades. and submit work to the APUS Library (see Chapter VI and Appendix 16).     ensure a copy of the End of Program Assessment Manual for Graduate Studies is in the classroom and accessible to students.

In addition to the faculty’s responsibility for subject area competence. While the library encourages the use of images. The resulting paper must align with Internet delivery and search engine discovery. ADA accessibility methods. diagrams. All successful capstone projects must be submitted to the APUS Library following the guidance in this chapter. for the use of Microsoft Word. and long-term maintenance of all accepted submissions. the APUS Library retains approval rights for featuring capstone writing projects. 1. the university demands that all textual materials be warranted and constructed in good order.com/APUS_ePress/style_guides. Bluebook. or media files.CHAPTER VI University Declarations and APUS Library Registration This section of the manual addresses those factors. Because APUS is an online school. In keeping with scholarly standards. The APUS Library is acting in its capacity as publisher of record and regulator for scholarly publication along with the maintenance of current Web standards. student work products also must be designed with Web publication in mind.campusguides. and datasets. which implies writing in standard English. Graduate students are expected to demonstrate word-processing skills. or MLA). the university’s designated word processing software. Style manuals are located in the APUS Library at http://apus. datasets. along with assistance. and conforming with stylistic rules from the student’s academic or professional program and its designated style manual (APA. Only projects that have met the standard of Pass with Distinction and have been approved are eligible for inclusion in the University’s online publication database. Note: The APUS Library is committed to open access. media files. DigitalCommons@APUS. as well as with the World Wide Web Consortium (W3C) criteria for a semantic network and disabled student access under Section 508. Chicago/Turabian. it does not engage in long-term formal normalization and preservation methods for images. Declarations The author must agree to and include the following statements at the bottom of the manuscript’s copyright page: 35 . checking spelling and grammar.

Use the following language: The author hereby grants the American Public University System the right to display these contents for educational purposes.copyright. Appendix 6)  Acknowledgements page (if included. See Appendix 5 for the required. List of Tables. however.  Copyright Warrant: The applicant assumes responsibility for meeting the requirements set by United States copyright law (http://www.  Title page (required. and List of Figures should be formatted according to the program’s or school’s designated style manual with the following exceptions (see Appendixes 9-11 for examples):  Dot leaders (periods between words and pages) are required. 36 . Use the following language: The author assumes total responsibility for meeting the requirements set by United States copyright law for the inclusion of any materials that are not the author’s creation or in the public domain. Appendix 5)  Dedication page (if included.  NOTE: Hyperlinking to sections within the thesis can add ease to navigation.  Pages should be left justified.gov/eco/). the following are required to follow the formats shown in Appendixes 4-8.  Double space between entries. 10 This means that papers using APA formatting should not include the running head on the title page. University Publication License: The applicant must grant the university a nonexclusive license to publish the submission on its Web site and/or in the APUS Library. Appendix 4) 10  University Publication License /Copyright page (required. 2. Appendix 8) The Table of Contents. correct page format for both statements. Appendix 7)  Abstract of the thesis (required. Textual Components Academic Style Manual Conformity The citation approach and manuscript formatting is established by the program or school’s officially designated style manual.

(When placed on a Web page. In addition to clarity and publication demands.) The Chicago Manual of Style Online 13 and The Bluebook Online are provided by the APUS Library to APUS students. 3.gif. Philadelphia).) Please use common sense to describe images (i. (You are free to purchase your own copies of the style guides. Image Insert/Formats Images are normally placed within the text using the Picture command. . It is available in print or Kindle format only.. the archival standard for preservation purposes that also produces extremely large files. 13 37 .png. maps.com/APUS_ePress/style_guides) for help where the style manual is ambiguous or clashes with Web publication methods. and Dissertations) is based on the Chicago Manual of Style.edu for specifics and added background. and staff. The APUS ePress provides abbreviated versions of the APA 11 and MLA 12 academic style guides at no cost. 12 Aka. this requirement helps to address the World Wide Web Consortium’s (W3C) demands for universal access and parallel federal requirements under Section 508 to ensure access for those with disabilities. consult a librarian at librarian@apus.jpg/.tiff. You may also consult with a librarian: librarian@apus. .Check the Styles Guides at APUS page of the APUS ePress website (http://apus. which is found under the Insert tab on the main toolbar. 11 Aka.campusguides. Images and Tables All images and tables must be numbered and clearly labeled according to style manual dictates. Microsoft’s image format that works with most Web browsers. The Turabian style guide (aka. either directly from their respective publishers or online via such suppliers as Amazon or Barnes and Noble. The Publication Manual of the American Psychological Association. the MLA Handbook for Writers of Research Papers. These editions are not the complete guides. If in doubt. and . especially appropriate for line drawings and graphs. the overall default format and the dominant style for mounting pictures on the Web. such materials are normally enhanced with a description using the alt tag. Acceptable digital formats include:     .e. faculty. Theses.edu. fire rescue. A Manual for Writers of Research Papers.jpeg.tif/.

Without exception.g. the default format should be that of the style manual of your program. File-size considerations should be kept in mind. lastname-yyyy). o The new form does not work with older version of the Adobe Acrobat Reader.edu. Papers submitted to the APUS Library by the student will not be accepted. Multipart submissions are to be placed in a similarly titled folder (e. jones-2007).adobe.4. and if the file is prohibitively large. Citations to permanent or persistent links are preferred (i. The submission to the APUS Library must include  The completed APUS Library Submission/Capstone Approval Form (available at this link): APUS Library Capstone Submission/Approval Form (for PD use only).g. These areas contain rapidly changing archival standards and normally require specialized formatting with Codecs (compression schemes) for presentation on the Web. Be sure you have the latest version: https://get. Video or Audio Those seeking to submit digital audio or video files may utilize MP3 (audio) or MP4 (video) formats. 6.. Do not use link-abbreviating tools (i. TinyURL. the applicant should expect to  include identifying metadata within the file(s).. The program director or school dean are to submit the capstone documents.). if there are questions regarding the proper submission of supplemental digital audio or video files. contact ThesisInfo@apus. DOI: Digital Object Identifier). and  include a textual equivalent (transcript) to meet universal access/Section 504 compliance. etc. In general. Submission The APUS Library serves as the repository for all thesis/capstone papers. The student should contact their capstone advisor concerning submission on their behalf.. The required format for the thesis files is Microsoft Word..com/reader/ 38 . a version without video inserts should be provided with the video and audio files provided as external files and references. all passing graduate capstone papers must be submitted to the APUS Library where they will be retained in the University’s digital archive. o NOTE: Form must be downloaded before fields can be filled out. The main thesis manuscript file should be titled with the author’s last name and submission year (e. 5.e. Note: Microsoft Word will automatically embed the codes to link directly to the resources. With respect to submission to the APUS Library. URLs/Web Addresses When noting a URL or Web address.e.

have additional files. After submission to the APUS Library. DigitalCommons@APUS The student’s capstone professor and program director are responsible for determining if the capstone project meets the criteria for Pass with Distinction and is therefore eligible for consideration to be published in DigitalCommons@APUS. See Appendix 16 for step-by-step instructions. and be approved for Web publication by the APUS. be approved by the Director of Graduate Studies.  The FINAL Thesis document in Microsoft Word file format IRB Review documents (if applicable) Submit the above via email to ThesisCapstoneSubmission@apus. the thesis/capstone paper. If you have any difficulties with submission. and the submission/approval form are stored in the University’s digital archive. Only projects that have met the standard of Pass with Distinction and meet publication guidelines set by the APUS Library are eligible for inclusion in DigitalCommons@APUS. contact the APUS Library at ThesisInfo@apus. The librarian(s) in charge of thesis submissions will process the files for electronic storage and access.edu. 7. Papers accepted for publication by the APUS Library will be posted publically on DigitalCommons@APUS with an active link to a PDF version of the paper. All academic work must meet the program’s academic levels. have a file that is too large for email submission. 39 .edu. or have any other questions. the email cover letter.

html). It requires three elements:    completed registration form nonrefundable fee nonreturnable deposit copy Fair Use Exemptions and Citation Responsibility Copyright law balances between guaranteeing the creator appropriate recompense and the public good. More importantly. a condition of publication is that the capstone advisor agrees to have his/her name displayed next to the master’s capstone studentauthor. Under U.copyright.gov/eco). There will be no exceptions. copyright law.gov). Anything published by the government or before 1923 is normally in the public domain and may be freely used.CHAPTER VII Scholarly Research/Copyright Conduct For capstone quality assurance and approval.S.wipo.S. and may not have clear-cut rules. All capstone projects awarded an A+ will be considered for publication by the APUS Library in DigitalCommons@APUS as an example of a capstone project that meets the highest level of distinction. internal enforcement is codified under Title 17 of the 1976 Copyright Act as amended. Registration is a legal formality that makes a public record of the exact details of a copyright claim. 1. especially the avoidance of plagiarism. the United States is a signatory of the international Berne Convention for the Protection of Literary and Artistic Works (http://www. such as in print or a video. as well as by mail and in person. Some authorities advise that it is not safe to assume a foreign work copyrighted in the last two hundred years is in the public domain. which also is subject to decisions in the federal court system (See U. Material published outside the U. http://www. 1978 normally extend for the life of the author plus 70 years. Copyright Office. Registration can be done online through the Electronic Copyright Office (http://www. original intellectual contributions are automatically copyrighted when captured in a fixed medium. 40 .S. It is necessary in order to bring suit against an infringer for damages. The Librarian of Congress is the officially designated interpreter of the act. Copyright Copyright concerns focus primarily on copyright law both for registering intellectual property and keeping to scholarly standards. Note: Foreign copyrights are valid in the U. Copyrighting Your Research Under the Berne Convention.copyright. Materials are either in the public domain or under copyright.int/treaties/en/ip/berne/index.S. copyright for works created after January 1. In legal terms. The creator also may choose to formally register copyright status.

judiciously and with evidence of obtaining the media creator’s permission. but is not limited to. it extends to the mistreatment of animals and human subjects. when in doubt. University Research Policies Misconduct in research implies the intent to deceive or defraud. Graduate studies are intended to share within a discipline and build on the work of its scholars. Check the appropriate style manual of your program for details. paraphrases. an entire poem or substantial excerpts from a short story may be too big and require permission.edu in the APUS Library for specific guidance. Information about obtaining permission can be found http://www. purposeful omission of any conflicting data. It does not include honest error or honest differences in interpretation or judgments of data. or the source of ideas that are used in their manuscripts.At this time. The general rule is. media (images.copyright. Yet. and cases of frivolous accusations. 2. Consult with librarians at librarian@apus. Papers submitted without proper permissions will not be featured by the library. More importantly. misappropriation of intellectual property. Permission also may be required as a courtesy for the use of materials from certain private collections and museums without respect to copyright. Feel free to use a full page or even excerpts that total a chapter from a substantial book. and datasets) should be utilized with the copyright holder’s permission or. video. deceptively selective reporting. Please consult with librarians in the APUS Library ahead of time as much as possible if your research involves significant amounts of copyrighted media. university policy mandates that students must be aware of the crucial importance of attribution for direct quotations. assume that anything else is covered by copyright—especially if it displays the international copyright sign: ©. fabrication of or employment of spurious data. students may be responsible for securing copyright releases for substantial use of a copyrighted item. 41 . if not possible. audio.gov/help/faq/faq-fairuse.html#permission. Copyright Permission Although rarely needed. The 1976 Copyright Act has even included exemptions for educational purposes under the doctrine of fair use.edu. students have no problem directly quoting reasonable amounts of material within their narratives. The main test is one of substantiality. Normally. cite. Questions regarding copyright guidance can be sent to copyright@apus. The amount of material that may be freely quoted depends on the size and nature of its context. Misconduct includes. Similarly. Any letter(s) of permission become part of the appendices in the submission (see Appendix 12 for a sample permission letter).

or granting agencies that support an individual's research. which includes Collaborative Institutional Training Initiative (CITI) program courses.net/00242F/academics/center-teachinglearning/web/IRB_Intro/IRB_Intro. Plagiarism is deliberately appropriating the writing or recorded work of another without his/her consent or improperly documenting for one's own benefit.html. or other interested parties regarding the results or the status of a research project. These policies apply to individuals (other than students involved in regular classroom assignments) engaged in any form of research and scholarship.       Falsification of data is deliberately changing any form of evidence in such a way that it substantially affects its usefulness. or the policies of granting agencies either state or federal. Institutional Review Board Students engaged in research that involves human subjects and whose research is systematic and generalizable are required to complete an Institutional Review Board (IRB) application. the university.242f. Fraud and misrepresentation are deliberate attempts to deceive others to secure unlawful or unfair advantage. Conflict of interest occurs when an individual serves or represents two distinct entities and neglects or breaches a duty to one entity to benefit the other or when a person uses his/her position with one entity to advance a personal gain or the gain of another entity. visit http://wpc. The IRB process can take at least one month. 3. state agencies. For a brief overview of the IRB. Noncompliance is failing to comply with the published regulations of federal agencies. This category of misconduct includes providing false or misleading information to or intentionally deceiving coauthors. Students who plan to engage in human subject research should discuss it with the course instructor at the very beginning of the course. Other common forms of misconduct covered by these protocols are defined as follows. editors. Misappropriation of research funds is any deliberate act or omission in the handling of research funds that violates university policy. funded or otherwise.Student research misconduct resulting from regular course assignments that are not published for public scrutiny remains under the purview of the instructor and is not subject to these protocols.edgecastcdn. 42 . in every discipline throughout the university. granting agencies.

For detailed information on the APUS Institutional Review Board. visit. Any evidence of plagiarism will result in the student’s work being rejected and the student will fail the EOP course.edu/community-scholars/institutional-review-board/.apus. Note: APUS takes academic dishonesty very seriously. 43 . http://www. Engaging in academic dishonesty and/or plagiarism will directly threaten the ability of the student to graduate from APUS.

 Include a short conclusion and transition to the next section.A.  background and contextual material justifying why this case or topic should be studied. It provides the current state of accumulated knowledge as it relates to the student’s specific research question.campusguides. findings. The literature review focuses on discussing how other researchers have addressed the same or similar research questions. o Study two: summarize to include researcher’s findings. This section should include  a statement of the problem or general research question and context leading to a clear statement of the specific research question. and evaluation of biases in the findings. and  a purpose statement. how those findings were obtained.A. o Include a minimum of at least three of the most important studies. theses are expected to contain the following elements: Abstract: Includes the following components: purpose of the research.com/writing/thesiscapstone/abstract 14 44 .14 Introduction: Identifies student’s specific research question and sets the general context for the study. Theses M. The APUS Center for Graduate Studies and the APUS Library have created an instructional module on Writing the Abstract for Your Graduate Capstone Thesis at AMU/APU. It introduces the study and places it in larger context that includes a discussion of why it is important to study this case. and evaluation of biases in the findings. You can access it here: http://apus. and conclusion. The body of the abstract is limited to 150-200 words. It will take you through the entire process. Literature Review: Reviews the literature on a specific research question. methodology. how those findings were obtained.  Summarize the general state of the literature (cumulative knowledge base) on the specific research question: o Study one: summarize to include researcher’s findings.Appendices Appendix 1: M.

and  a statement of hypotheses to be tested. including a diagram of the model if appropriate. if appropriate). including tables. and the limitations of study and bias discussion. surveys. Findings/Results/Discussion: This section describes the results of the study. archives.  a summary of the theory or model to be used in the study. a sampling plan (i. 45 . as appropriate:      results. etc. a summary of analysis procedures (pattern-matching. It should include       identification and operationalization (measurement) of variables. and directions for future research. This section should include  an introduction discussing gaps in the literature. while the “discussion” is the interpretation of the results and research.). how the student will operationalize and collect data on his/her variables. This should include. and justification for the theory or model to be used in study.Theoretical Framework/Approach: The theoretical framework section develops the theories or models to be used in the study and shows how the student has developed testable research hypotheses. etc. study population and sampling procedures. This section describes the data to be used to test the hypothesis. statistics. Reference List: References the works the student has cited (direct quotes or paraphrases) in the text. and the analytic methods that to be used. significance and interpretation of the results. Keep in mind that the “results” are the direct observations of the research. interviews. graphs. discussion of results as they relate to thesis statement/research question. Research Design/Methodology: Describes how the student will test the hypothesis and carry out his/her analysis.e. noting potential biases and limitations to the research approach. This list must be formatted according to the school’s prescribed style guide. justification of case studies used.). data collection/sources (secondary literature. how this study will help fill some of those gaps. discussion of results as it relates to the theoretical framework/approach..

 Provide a short conclusion and transition to the next section.  Include the log/journal kept for the duration of the project. You can access it here: http://apus. findings. It will take you through the entire process. It provides the current state of accumulated knowledge as it relates to the project. Literature Review: The literature review focuses on how the creative project experience fits into the discipline. The APUS Center for Graduate Studies and the APUS Library have created an instructional module on Writing the Abstract for Your Graduate Capstone Thesis at AMU/APU. The body of the abstract is limited to 150-200 words.com/writing/thesiscapstone/abstract 15 46 . and conclusion.15 Introduction: This section identifies your specific creative project and sets the general context for it.  Provide a summary of ways in which the experience helped the student meet the program objectives.  Discuss the limitations of the student’s experience and bias.  Discuss how the experiences mirror.A.A. The Project: This section is where the student includes his/her project. Findings Log/Journal: This section is where the student’s log/journal should be included and where the student describes how the overall project experience is situated within his/her discipline.campusguides.Appendix 2: M. which must comport with discipline standards. or reinforce existing theoretical knowledge relative to the student’s experience and discipline. methodology.  Provide a clear and lucid description of the creative project including the goal and intent of the project.  Articulate the objectives the student hopes to achieve through the completion of this project.  Discuss the schedule and objectives for the work to be completed. Creative Projects M.  Describe how completing this project is consistent with the course of study. contradict. Specifically. it introduces the project and places it in a larger context that includes a discussion of how this experience helps the student meet the program objectives. creative projects are expected to contain the following elements: Abstract: Includes the following components: purpose of the research.

This list must be formatted according to the school’s prescribed style guide.Reference List: This section should reference the works cited (direct quotes or paraphrases) in the text. 47 .

 Describe the 160 hours of work required to complete the practicum.  Describe how completing this practicum is consistent with the student’s course of study. It provides the current state of accumulated knowledge as it relates to the student’s specific practicum experience. Findings—Log/Journal: This section is where the student includes his/her log/journal and where he/she describes how the overall practicum experience is situated within your discipline. practicum and critical reflection paper are expected to contain the following elements: Abstract: Includes the following components: purpose of the research. Specifically. It will take you through the entire process.  Articulate the objectives the student hopes to achieve through the completion of this practicum.  Provide a short conclusion and transition to the next section. methodology. or reinforce existing theoretical knowledge relative to his/her experience and discipline. and conclusion. including the location or organization in which the practicum will be completed.Appendix 3: M.  List the name and title of the supervising staff member at the organization.  Include the schedule and objectives for the work to be completed.16 Introduction: Identifies the student’s specific practicum experience and sets the general context for the study. Literature Review: This section reviews the literature on the specific practicum.com/writing/thesiscapstone/abstract 16 48 . The APUS Center for Graduate Studies and the APUS Library have created an instructional module on Writing the Abstract for Your Graduate Capstone Thesis at AMU/APU.A.campusguides. The literature review focuses on how the practicum experience fits into the discipline.  Include the log/journal kept for the duration of the practicum. it introduces the practicum and places it in a larger context that includes a discussion of how this experience helps the student meet the program objectives. findings. The body of the abstract is limited to 150-200 words. You can access it here: http://apus.  Discuss how the student’s experiences mirror.  Provide a clear and lucid description of the practicum.A. Practicum and Critical Reflection Papers The M. contradict.


Provide a summary of ways in which the experience helped the student meet the
program objectives.
Discuss the limitations of the student’s experience and bias.

Reference List: Reference the works cited (direct quotes or paraphrases) in the text. This list

must be formatted according to the school’s prescribed style guide.

49

Appendix 4: Title Page (Required format for all theses.)

Papers using APA
formatting should
not include the
running head on
the title page.

DRONES AS WEAPON OF WAR IN AF/PAK REGION

Top margin:
2 inches

A Master Thesis
Submitted to the Faculty
of

Spacing must be
consistent and
double-spaced.

Do not capitalize
“by” or “of”

American Public University
by
Richard James Smith

Left margin:
1.5 inches

In Partial Fulfillment of the
Requirements for the Degree
of
Master of Arts
December 2011

Month of
graduation

American Public University
Charles Town, WV

50

Bottom margin:
1.25 inches

Appendix 5: Sample of Copyright Page (Required format for all theses.)

NOTES:
• Text should begin just after halfway
down the page.
• This sample includes the
exact language that must be used.

The author hereby grants the American Public University System the right to display these
contents for educational purposes.

The author assumes total responsibility for meeting the requirements set by United States
copyright law for the inclusion of any materials that are not the author’s creation or in the
public domain.

© Copyright 2012 by Richard James Smith

All rights reserved.

51

and. • Text should be double-spaced.) NOTES: • Text should begin just after halfway down the page. 52 .Appendix 6: Sample of Dedication Page (Required format for all theses. the completion of this work would not have been possible. Without their patience. love. understanding. most of all. DEDICATION I dedicate this thesis to my parents. support.

and good humor. Dr. I would like to thank my major professor. • Text should be double-spaced. I have found my course work throughout the national security program to be stimulating and thoughtful. Stephen Fain. Their gentle but firm direction has been most appreciated. Dr. ACKNOWLEDGMENTS I wish to thank the members of my committee for their support. patience.) NOTES: • Text should begin just after halfway down the page. he had confidence in my abilities to not only complete a degree. Finally. Judith Slater’s interest in a sense of competence was the impetus for my proposal. but to complete it with excellence. Betty Morrow was particularly helpful in guiding me toward a qualitative methodology. Dr. From the beginning.Appendix 7: Sample of Acknowledgments Page (Required format for all theses. providing me with the tools with which to explore both past and present ideas and issues. 53 .

methodology. findings.Appendix 8: Sample of Abstract of the Thesis (Required format for all theses. If you are not sure of what an abstract is or of how to write one. 54 . July 1. viewable at http://apus. Thesis Professor Begin typing the abstract here. West Virginia Professor John Doe. the APUS Center for Graduate Studies and the APUS Library have created an instructional module on Writing the Abstract for Your Graduate Capstone Thesis at AMU/APU. 2007 Charles Town. The body of the abstract is limited to 150-200 words (no less than 150 and no more than 200). and conclusion.) ABSTRACT OF THE THESIS DRONES IN NATO LED EFFORTS IN AF/PAK by Richard James Smith American Public University System. NOTE: The abstract is a required component of the thesis/capstone paper.campusguides. The abstract must include the following components: purpose of the research. double-spaced.com/writing/thesiscapstone/abstract.

......... 5 Competing Perceptions of National Security ...................................... RESULTS.... 24 Data Collection Technique ...................................................................................... 12 Pakistan Security............................................................................... METHODOLOGY ................ ................................................................... Regional Interests ............... 5 Drones as a Weapon of War........................ 38 Impact of Drone Strikes on U... TABLE OF CONTENTS CHAPTER PAGE I............................................................................. 34 Legal Framework ............................................... 48 55 ................. 24 Subjects and Setting .. 40 Impact of Drone Strikes on U..............S............................................................ LITERATURE REVIEW ............................................................................................................................................................Appendix 9: Sample of a Table of Contents Refer to the notes on the following page for formatting information......................................................................................S............................... 30 IV.................................................................... 8 Afghanistan Security................... 25 Statistical Analysis...................... 15 III....................................................... 27 Limitations of the Study ...............................-Pakistani Relations ................................................................................................................................... 34 Impact of Drone Strikes on War Effort ......................................... INTRODUCTION.............. 1 II..................................................

....................... 49 Ethics and Legality of Using Drones ......................... 50 Controversy about Use of Drones in Warfare .......... 56 LIST OF REFERENCES ................................. 54 Recommendations ...........................V......... 56 ........... • Double space between entries........... • Hyperlinking to sections within the thesis can add ease to navigation........... • Dot leaders (periods between words and pages) are required........................................................................................................................... • Pages should be left justified........................................................................................... 66 NOTES: • Follow your style guide for exact formatting requirements................................................... 49 Competing Conceptions of Self-Defense and National Security ............................................................................................... DISCUSSION ............. 52 Summary ............... 60 APPENDICES …………………………...................................................... ........

.................... 39 7............................. Student Value Orientation Profile by Academic Major ........ Current University Student Demographic Data........ 45 9...... 41 8.......................................... Teacher Value Orientation Profile by Gender.................. Student Value Orientation Profile by Gender ..................................... 17 3....... Number of High or Low Value Orientations for Respondents .......... 15 2........... Physical Education Teacher Demographic Data ........ • Pages should be left justified........ 25 4........................................................................ .... 57 ......... Teacher Value Orientation Profile by Academic Rank . 33 6.............. • Double space between entries.............. 51 NOTES: • Follow your style guide for exact formatting requirements. • Hyperlinking to sections within the thesis can add ease to navigation....................................... • Dot leaders (periods between words and pages) are required...... Teacher Value Orientation Profile by Teaching Experience .......... Student Value Orientation Profile in Different Year at University .............. 28 5.Appendix 10: Sample of List of Tables LIST OF TABLES TABLE PAGE 1.........................

Current University Student Demographic Data..................................... 17 3... • Pages should be left justified. Number of High or Low Value Orientations for Respondents ...... 28 5................ Physical Education Teacher Demographic Data ... Teacher Value Orientation Profile by Gender................... • Hyperlinking to sections within the thesis can add ease to navigation................................ 41 NOTES: • Follow your style guide for exact formatting requirements................... 15 2......... 39 7...... • Dot leaders (periods between words and pages) are required......... Teacher Value Orientation Profile by Academic Rank ........................ 25 4.......................................................................Appendix 11: Sample of List of Figures LIST OF FIGURES FIGURE PAGE 1......... Student Value Orientation Profile by Gender ................................ • Double space between entries.. Teacher Value Orientation Profile by Teaching Experience ............. ......... 58 ......................... 33 6....

Page Line Numbers or Other Identification _____________________ Signature 59 .Appendix 12: Sample of Permission to Quote or Reproduce Copyrighted Material Letter Date___________________________ I (we) _______________________________________________________________ owner(s) of the copyright to the work known as ______________________________ _____________________________________________________________________ hereby authorize _______________________________________________________ to use the following material as part of his/her thesis to be submitted to American Public University System.

It is our understanding that he/she will write a critical reflection paper on this experience. The student may use/identify our name in the paper/the student is required to keep our name anonymous in completing the reflection paper.Appendix 13: Sample of Practicum Organizational Consent Form Date___________________________ Name of organization _________________________________________________ Program _________________________________________________________ Work to be completed_________________________________________________ Dates of practicum/schedule ____________________________________________ I (we) _______________________________________________________________ as (state position title) ______________________________ attest to the fact that (student’s name) will be completing the above described practicum in our organization. (Name of person) will serve as the mentor for this student in our organization throughout his/her work with us. We hereby authorize (name of student) to work with us in completion of his/her master’s degree at American Public University System. ________________________________________________________________________ Signature Title Date 60 .

Critical reflection on this experience and the related discipline practices experienced and observed during the practicum in light of theory and literature relative to the work of the practicum (8 .Appendix 14: Critical Reflection Method Required for Completion of Practicum Paper 1.6 pages) I (we) _______________________________________________________________ owner(s) of the copyright to the work known as ______________________________ _____________________________________________________________________ hereby authorize _______________________________________________________ to use the following material as part of his/her thesis to be submitted to American Public University System.7 pages) 4.10 pages) 3.7 pages) 2. Recommendations for future practice and/or theory (5 . (5 . Page Line Numbers or Other Identification _____________________ Signature 61 . Description of the experience (5 . Discussion of ways the theory and literature challenges/affirms the experience and ways the experience challenges/affirms the literature and theory.

The APUS IRB has reviewed and approved your application (submitted 4/6/2013). However. Should your research using human subjects extend beyond the time covered by this approval. Patricia J. IRB 62 .Appendix 15: Sample of IRB Approval Letter Institutional Review Board (IRB) 1 April 2013 Dear John Smith. Campbell Chair. Sincerely. The approval covers one calendar year. you will need to submit an extension request to the IRB. Should you need an extension beyond the one year timeframe. this does not mean your research must be complete within the one year time frame. an extension request will have to be submitted.

Check to make sure the spelling of the student’s name and paper title is correct.edu.com/reader/ This form contains interactive fillable fields.edu:    The completed Submission/Approval Form The FINAL version of the thesis document in Microsoft Word file format.adobe. If you have any difficulties with submission. IRB Review docs (if applicable) 4. It is recommended you save this file to your APUS laptop for ease of repeated use. The subject heading for submission email should be Thesis Submission [student surname] Example: Thesis Submission Jackson 5. Complete the Submission/Approval Form Note that all fields except Keywords and 2nd Reader’s Signature are required.Appendix 16: Checklist for Thesis/Capstone Submission to APUS Library All capstone projects must be submitted to the APUS Library for archiving by the program director. or have any other questions. 1. have additional files. have a file that is too large for email submission. Send the following as attachments to an email addressed to ThesisCapstoneSubmission@apus. 63 .  NOTE: Form must be downloaded before fields can be filled out. 2.  The new form does not work with older version of the Adobe Acrobat Reader. Only one (1) thesis should be sent per email. Download the APUS Library Capstone Submission/Approval Form from this link: APUS Library Capstone Submission/Approval Form (for PD use only). 3. contact the APUS Library at ThesisInfo@apus. Be sure you have the latest version: https://get.