Professional Documents
Culture Documents
Student Guidelines For Capstone Completion
Student Guidelines For Capstone Completion
The Capstone Experience is the culminating academic endeavor of students who earn a degree from SPS Undergraduate Programs. The project
provides students with the opportunity to explore a problem or issue of particular personal or professional interest and to address that problem or
issue through focused study and applied research under the direction of a faculty member. The project should demonstrate the student's ability to
synthesize and apply the knowledge and skills acquired in his/her academic program to real-world issues and problems. This final project should
affirm students' ability to think critically and creatively, to solve practical problems, to make reasoned and ethical decisions, and to communicate
effectively.
To allow students to extend their academic experience into areas of personal interest, working with new ideas, issues, organizations, and individuals.
To encourage students to think critically and creatively about academic, professional, or social issues and to further develop their analytical and ethical leadership skills
necessary to address and help solve these issues.
To provide students with the opportunity to refine research skills and demonstrate their proficiency in written and/or oral communication skills.
To have students demonstrate their achievement of the Regis University outcomes and their ability to extend and refine this knowledge and skill in the realization of their
personal and professional goals
Knowledge
Ability
Commitment
The requirements of the capstone course are outlined below. Each component is explained in detail in the pages that follow. Review all the material
presented before you proceed with any section. Your facilitator will be able to answer specific questions that you have that may not be addressed in
the guidelines presented.
This comprehensive project report (possibly bound) includes the following six sections: Project Definition; Final Project Overview;
Updated Research Summary; Project Implementation Summary (action steps taken); Project Analysis, Evaluation, and
Recommendations; and Materials Delivered.
7. Formal Presentation: Your facilitator will specify whether this formal presentation will be made to your classmates, to a panel of interested
parties, or to some other available group outside the class. If you make your presentation outside of class, you may be required to present an
in-class debriefing of the presentation.
8. Closure/Capstone Evaluation. This is a requirement to complete the course and will be graded Pass/Fail. In it you will present a brief Self-
Assessment/Reflection of your experience at Regis University.
III. Schedule:
First Night Assignment Concept Draft (Project Topic, Definition, Scope, Rationale)
Draft Proposal (Definition, Setting, Relevance and Rationale, Objectives,
By End of Week One
Methodology, Research Methods, Timetable)
By End of Week Two Final and Formal Proposal Due
By Beginning of Week Three: Formal Approval of Project by Facilitator
Research Activities: Written Documentation assigned by facilitator.
Project Documentation
Week Eight Formal Presentation
You will be responsible for selecting your project topic, defining the project scope, and preparing a concept draft, which includes your definition
and rationale (components 1 and 2 listed on page 1). Submit this to your facilitator at the first class meeting (or equivalent for online
students). This assignment is worth 5 percent of your final grade; take care in closely utilizing the Web resource site to help you get off to a
smooth start.
V. Your Capstone Proposal
Students who have successfully finished their Capstone projects often write that along with proactive diligence and flexible adaptation to
uncontrollable variables the key to Capstone success lies in the prompt development of a clear and detailed project Proposal.
Extra effort now will considerably smooth your project progress, so develop this document with care, and be as specific as possible throughout
this formal delineation of your project and its where, why, what, how, and when.
Unless your facilitator has specified otherwise, follow the format shown below, including the numbering and main headings (those shown in bold
under Proposal Requirements).
Plan to present the following information at a "level of detail" that will require approximately three to five pages, typed and double-
spaced. Your facilitator will specify grading weight (generally 20 percent), due date, and submission requirements (e.g. number of copies, e-
mailed drafts required, etc.)
To avoid redundancy in your document, please review all the requirements of the Proposal (including all seven items), as they are described
below and exemplified afterward in "Proposal Examples")before you begin to write.
VI. Proposal Requirements
1) Project Definition: Provide a one-sentence description that defines your project. Save the specifics for the sections below; here, simply label
the big picture.
2) Project Setting: Clarify the location and the most relevant background there the "where" of your proposed project. Clearly specify the
"arena for this project. As appropriate (different project types involve differing ranges of external contact), include mention of any key
agencies, departments, and/or parties involved. If your project is primarily analytical (e.g. analyzing an organization, a group, a process, a
body of rhetoric or literature, etc.), specify the genres and types of research materials you will be exploring.
3) Project Relevance and Rationale: Identify the main issues that you have chosen to address and justify their importance the "why" of your
project. Clarify the problem, or opportunity, at the setting named above, and explain the relevance, to your education at Regis, of addressing
this problem or opportunity. That is, in this section you will cover both why this project is needed for "them" and why it's an appropriate
Capstone project for you.
4) Project Objectives: State your targeted outcomes for this project the "what" of your project. What, exactly, are you going to acquire,
accomplish, produce, and/or deliver? Note that the broadergoals (e.g. "to improve communication between departments") are identified
earlier, under "Relevance." By contrast, in this section you must name the specific and concrete if possible, measurable accomplishments
(external and personal) intended of your project.
5) Project Methodology: Describe your proposed game plan the "how" through which you plan to obtain the outcomes described above. That
is, how will you go about accomplishing the objectives you defined in the previous section? Save the "timetable" for Section 7 (see below),
but do provide, here, an overview of your planned approach to reaching your stated objectives, and also list any essential resources (material
and human!) you will need in order to succeed. Be clear on how and when (during this project or at a later time) your project will be
implemented. Also, include a specific manner of project evaluation. How will you determine your level of success? What will you
measure? Whose evaluative input will you seek?
6) Project Research Methods: Identify, in this section, your intended methods or modes of research (more on the how and this is an
important requirement of every Capstone project). At minimum, you must find reference materials on how to succeed with your
project and also interview experts who can provide project-specific direction and answer your specific questions. Depending on your project
type and needs, you might go further with your research, perhaps conducting a survey or otherwise gathering, organizing, and analyzing data
relevant to your project. Note that you will be summarizing your research findings in a separate assignment, the "Research Summary."
7) Project Timetable: Determine and present a week-by-week plan the "when" that you can follow to balance the workload and assure that
preliminary needs are met early on. Remember, things you need from others (such as pre-project approval or post-project thank-you notes or
other written acknowledgment of your work) usually require some lead time. Show your plan "bullet-style" with each week of the term listed,
followed by the actions and steps that need to be accomplished during that week.
I propose to develop and organize a Family Council, consisting of families of the residents at (Name of Facility), and to arrange and lead the
initial Council Meeting, which will include not only the Council members, but executive management from the facility.
I will conduct my Capstone project at the Denver office of the U.S. Department of Education (DOE), Office for Civil Rights (OCR). Formerly
known as the Department of Health, Education, Welfare, the DOE is an entity of the Federal government, headquartered in Washington,
D.C. There are eight regional offices located throughout the United States. The departments mission is to enforce civil rights laws, prohibiting
discrimination in public educational institutions that receive federal funding.
The parties involved in this project include are the employees and management of OCR, human resources, union representation, and an external
consultant. The employees of OCR are involved because of the direct impact on the outcome of this study. Management of OCR is involved
because they will need to demonstrate and set the example of future changes for promoting diversity in the work environment. The Human
Resources Director would be involved because she will assist in the institution of policies and procedures developed for promoting diversity in
the work environment. A union representation is involved because of the partnership established between management and the union. An
external consultant will be needed to provide impartial guidance during the research and development phases of implementing this diversity
program.
To organize the families involved with the care of a loved one in this specific healthcare facility would benefit a large number of people, and be
very relevant to my degree major, as I will explain below.
First, it would benefit the families who would come together with common experiences.
Secondly, it would benefit the management of the facility as a communication tool to interact with family members on a different level, as a
sounding board to evaluate new and existing programs for the residents. Furthermore, it could be a tool for identifying problems of which the
staff may not be aware.
Thirdly, the working staff will benefit from increased family involvement and greater recognition of their good works.
Most importantly, those who will benefit the most are the residents of the facility. It has been my observation that when families become more
involved in facility functions and visits, there is an increase in the quality of care given to all of the residents. Having families come together on
a regular basis will also be an effective tool for community resource organizations, such as the Alzheimers Association, Hospice, and others, to
communicate the benefits of their organizations to a larger group.
Upon addressing my own personal need to communicate with other family members of residents at the healthcare facility, I found that the
management staff had already recognized a similar need. They said they had future plans to start such an organization. My offer to develop and
organize a family council or support group was readily accepted.
Many of the classes I have taken at Regis toward my major in communication will be relevant to this project. The nursing home has its own
culture, with different cultural influences with all layers of staff. I will utilize my skills with intercultural communication when I work with the
different layers of culture within the facility; plus, the participants will bring their own cultural system into the organization. Allowing the group
to take on its own character is helping a new culture evolve.
Additionally, I have already used, and will continue to use, interpersonal communication skills throughout this project. Small group
communication skills will be a major component of this project. Furthermore, I will utilize negotiation, mediation, and public relations skills as I
organize and coordinate with staff members for mailings, food, set up of the room, and utilization of equipment. Advertising and promotion skills
will be used to entice families to attend. Interviewing theories and skills learned in research and communication classes will be used as I research
the various components of this project
1) To gain formal facility approval, and support, for the establishment of this council and the holding of our initial picnic meeting.
2) To establish and foster relationships between the families of residents and staff, including management, if possible. Im hoping to involve at
least eight families at my initial meeting and have at least four staff present, including a representative from executive management.
4) To secure facility and family commitment and support toward working toward solutions to the issues identified as needing attention.
5) To help educate the families of residents as to how they can help improve the care and quality of life for their loved ones at the facilities and to
provide them a forum for voicing their ideas and concerns. I will be reviewing feedback surveys from family members in attendance to assess
my progress toward this objective.
6) To conceive, develop, and initiate at this facility a working model for a family council, so that other facilities in this ownership chain (and
maybe others, outside this ownership) can implement similar councils.
1) I will present a persuasive speech about the implementation of a diversity program in our workplace.
2) I will construct a resource book of diverse organizations. The resource book will serve as a source of references for information and
activities.
3) I will seek and utilize an external consultant to serve as a professional-grade advisor for key project areas.
4) I will create, distribute, collect, and analyze an "experience survey" to ascertain the depth and breadth of our problems with lack of diversity
awareness and to begin the process of improving sensitivities to improving diversity awareness.
5) I will construct a diversity manual. The diversity manual will be a reference tool to provide an explanation of the diversity program and give a
description of the roles and duties of management and employees. In addition, the manual will identify goals and objectives for
implementation and techniques, provide a resource for the purpose of diversity programs, policy, and guidance regarding diversity
issues. Each employee will have a copy for easy access.
7) I will gather and analyze feedback from the trainees to use in determining "next steps."
8) I will also request written feedback from my supervisor, regarding program strengths, weaknesses, and other recommendations.
1) I have already completed research with a specialist in human resources to help me identify areas of concern from an HR perspective.
2) To organize this group and conduct our first formal meeting, I will require the input of the facility administrator, the director of resident
services, other unknown (at this time) representatives from upper level management, and various kitchen and maintenance staff from the
facility.
3) I will also research community organizations that benefit nursing home residents and other healthcare facilities to see what has been done
before, and what has or hasn't worked well.
4) Lastly, I will compile an annotated set of references (listed in APA style) of at least ten print or electronic sources (of project-relevant journal
articles and or Web sites).
Week 4: Set meeting date and make arrangements with the facility, including meeting site, menu, and equipment to be use at the
meeting. Finalize guest list, design and main invitations.
Week 6: Design family input sheet; check on incoming reservations. Finalize room set up according to RSVP numbers.
Week 8: Process participation input sheet. Meet with staff to evaluate the meeting. Obtain signed thank you letter.
Your facilitator will specify, within the course syllabus and during the course, your communication requirements and, also, any additional (to what is outlined in
this document) written requirements for this phase.
Generally speaking, you will be responsible for keeping to your timeline, as submitted with your Proposal, and for informing your facilitator of your status. Check
in with any problems, report great news, receive clearance on surveys prior to sending them out, discuss any issues you are facing, and just check in.
Conduct Observation
Conduct Literature Review: Recent Books, Journal Articles, Online Resources, etc.
Research Summary:
Also, your facilitator will specify the submission requirements and format of your Research Summary, which must be completed during this phase at
best, prior to implementing key steps, since the point of the research is to assure that you are well informed as you take action.
See the next section for samples of two Research Summary approaches (of many available, per facilitator specifications).
AARP. (2000). Overcome the barriers to employment. Retrieved November 6, 2000 from the World Wide Web:
http://www.org/working_options
The AARP Webster contains many up-to-date articles related to people over the age of 50 who are seeking employment or are interested in changing careers. Approximately one-third
of the women laid off by my employer fall into this age group, so the information I find published by this highly reliable national organization will answer and/or prevent troublesome interview
questions.
Cox, J. (2000, November 6). Forging a new career: Midlife layoffs special challenge. The Denver Post, p. E1.
Information in this newspaper article is succinct, timely, and specific to the Denver area. The author includes advice from a human resources director, an image consultant, founder of a
career management and outplacement service, and a former company president who lost his job last year. The statistics and averages that are cited are interesting, also, and may be used to reassure
or compel job seekers.
Jolles, R. L. (1993). How to run seminars and workshops. New York: John Wiley & Sons.
As a former trainer with the Xerox Corporation, this author provides me with behaviors that contribute to effective presentations, and perhaps more importantly, tips on how to
implement ideas so they sound like me. He uses real world situations addressing variables such as seminar size, style, and topic. I plan to use some of his evaluation criteria, such as
implementation testing.
Nelson, R. & White, M. E. (2000). Winning tips for high-tech job hunters. Journal of Employment, 16, (3) 44-47.
This article adds numerous up-to-date online strategies for job hunters. I learned several "do not" strategies, as well, including not giving too much personal information until far
enough along in the process to be sure of a prospective employer's legitimacy.
Peterson, A. (2000). Regis Career Services. Personal Communication. Interview of November 6, 2000. Interview notes retained on file.
As a professional employment counselor for the University, Ms. Peterson has many resource materials that she shared with me. I had several questions about how to approach or advise
workshop participants on sensitive issues, such as personal appearance, and her advice was right on target. I also asked her some specific questions about two of my co-workers who need financial
assistance for training.
I researched traditional and alternative high school core curricula to determine standard educational requirements and to identify any major gaps
in life-skills training. I then researched job development opportunities for youth, local wage rates, and costs associated with infant care,
transportation, insurance, and housing.
In addition, I interviewed a teacher/youth counselor for input about the proposed curriculum, a financial advisor for assistance with structuring
discussions related to money issues, and an organizational development professional for advice on targeting appropriate community groups.
Finally, I researched books, articles and Web resources on topics relevant to life skills, such as ethics, decision-making, social interaction, career
development, conflict management, and personal finance.
[If required by the facilitator, following these paragraphs would be a listing of these just-mentioned sources similar to the list shown above in the
first example, though perhaps without the annotations].
This collection of assigned sections and related documents (possibly bound, check with facilitator) generally comprises about 30 pages, total.
Your facilitator will specify grading specifics, due date, and submission requirements (e.g. type of binding allowed, number of copies, e-mailed
drafts required, etc.).
Unless your facilitator has specified otherwise, follow the format shown below, including the numbering and main headings (those shown in
bold). As with your Project Proposal, to avoid redundancy in your write-up, please review all the items below before starting in with the writing.
1) Brief Project Definition: Provide a one-sentence description that defines your project.
2) Final Project Overview: Present an updated overview of your project context, relevance, (a.k.a. "rationale"), objectives, and basic
methodology. Where and why did you set out to accomplish what -- and through what means? Give extra emphasis to any details that have
changed/evolved from those stated in your proposal.
3) Updated Research Summary: Present an updated version of the document you prepared, mid-project, as your Research Summary.
4) Project Implementation Summary: Here, present a clear and credible account of the action steps you took in executing your project (including
such steps as gaining approval and support, conducting research, producing and delivering key materials and/or implementing your project and
performing any assessment measures). Don't be shy or sketchy in relaying the details of your actions. Only you know just what challenges
you faced and what effort you put forth; this is your chance to ensure that you receive credit for your out-of-class activities.
5) Project Analysis, Evaluation, and Recommendations: Provide an honest, complete, and objective (as possible) assessment of the results and
effects of your Capstone project and what you recommend for its future developments. Evaluate your outcomes (both observable and
speculative) against your "predetermined" criteria (as stated in your proposal), and also against any other evaluative mechanisms that have
since arisen (e.g. an opinion or other outcome you hadn't expected). As possible, refer to both short- and long-term aspects of both results and
recommendations.
6) Project Materials Delivered: Following your write up of the above-specified information, append documentation to support what you have
written. In some cases this may be just a page or two (e.g. thank-you letters or other formal acknowledgement of your project). In most cases,
however, additional relevant documentation items will have arisen as you worked on your project, and these, too, should be appended.
For my Senior Capstone project (which I named "Project Vision Quest") I created and led a very successful campaign to collect donated used
eyeglasses and sunglasses, mostly at my workplace, (name of company), to benefit the (name of) organization.
The reasons and rationale for my project were these: first, it would benefit the families who would come together with common
experiences. Secondly, it would benefit the management of the facility as a communication tool to interact with family members on a different
level, as a sounding board to evaluate new and existing programs for the residents. Furthermore, it would be a tool for identifying problems of
which the staff may not be aware. Also, the working staff will benefit from increased family involvement and greater recognition of their good
works.
But most importantly, those who would benefit the most are the residents of the facility. It has been my observation that when families become
more involved in facility functions and visits, there is an increase in the quality of care given to all of the residents. Having families come
together on a regular basis will also be an effective tool for community resource organizations, such as the Alzheimers Association, Hospice,
and others, to communicate the benefits of their organizations to a larger group.
1) To gain formal facility approval, and support, for the establishment of this council and the holding of our initial picnic meeting.
2) To establish and foster relationships between the families of residents and staff, including management, if possible. Im hoping to involve at
least eight families at my initial meeting and have at least four staff present, including a representative from executive management.
4) To secure facility and family commitment and support toward working toward solutions to the issues identified as needing attention.
5) To help educate the families of residents as to how they can help improve the care and quality of life for their loved ones at the facilities and to
provide them a forum for voicing their ideas and concerns. I will be reviewing feedback surveys from family members in attendance to assess
my progress toward this objective.
6) To conceive, develop, and initiate at this facility a working model for a family council, so that other facilities in this ownership chain (and
maybe others, outside this ownership) can implement similar councils.
1) Gaining authorization and support from the facility to create the family council.
2) Developing an advertising and promotional campaign (including making several posters) to assure solid attendance at our initial meeting,
including.
3) Developing the agenda and activities for the meeting, which included preliminary steps such as utilizing a needs-assessment sheet for the
participants to ascertain their areas of interest.
5) Providing organizational tools to the facility, such as making a sign-up sheet for reservations, coordinating the food for the event, and taking
care of room set-up,
6) Gathering, assessing and sharing (with management) the feedback from the event participants.
Please refer to Section IX, Research Summary Examples, for a look at two approaches that are used. Your facilitator will specify which
approach (one of these two or something else) you must use in presenting a summary of the research you conducted.
Example for Section 4, Project Implementation Summary (aka Action Steps Taken)
After a number of phone calls and meetings by which I gained formal approval to create the Family Council, I began a three-stage advertising
campaign. The first stage was sending written notices to all of the families, which resulted in seven sign-ups. The second stage was designing
colorful posters with eye-catching designs, producing five more participants. And the third stage was placing phone calls to those families of
residents whom I know personally, boosting the roster to fourteen. I also wrote personal notes to invite six guests from various community
organizations involved in elder care, and three of them attended
For my next action phase I provided organizational tools to the facility, such as a sign-up sheet for reservations. I then coordinated the food and
room set up. I then established the meeting agenda, using information gained via the needs-assessment sheet I had developed and distributed for
the participants to indicate their areas of interest and involvement.
Facilitating the Council's first meeting was the pinnacle of my project. I was able to keep the meeting flowing in a positive direction, made sure
everyone had an opportunity to speak, and kept the program focused and on schedule according to the agenda I had set.
My "targeted e-mail" (as my company calls these) was sent to over 6,000 downtown employees on Tuesday, August 8, 2000. Project Vision
Quests collection drive started on Wednesday, August 9, 2000, and ended on Wednesday August 16, 2000. By late Friday, August 18, 2000, I
had hauled all the glasses home, bagged them for delivery, and completed the count total to discover I collected 517 pairs.
Mixed emotions settled in when I finished my count of 517 eyeglasses, with my inner voice saying, Out of 6,000 plus employees, I only
collected 517 eyeglasses. But in talking to agency personnel, I discovered that the most they had ever received in any previous drives was
approximately 1,000 pairs and that drive lasted over period of several months, not one week, as mine did.
Then came the exciting news. Their representative called me and said the referral I had given her (which had come from a "far-fetched" call I
received from one of my donors) did deliver! I hardly thought it truly possible, but the lady really did know of someone who had 20,000 pairs of
eyeglasses in her garage and could not find anyone (not even the Lions Club) who would be willing to take them.
So now my final results tally changes from 517 to 20,517 pairs of glasses collected!!!!!
This project involved much more work than I originally thought it would, including coping with complex politics, discovering correct contacts,
and learning many lessons which come along during various project phases, from conception to implementation. Narrowing the scope to only
targeting downtown locations turned out to be a great idea, as I would have had to take a week's vacation (instead of the few days) to manage it
all.
My Project Vision Quest did not turn out as I originally had planned it to be. Willingness to learn, changing courses in mid-stream, and
learning the value of tenacity has been of great benefit to me. New relationships and contacts have come into my life, and may extend to further
work in the future. In addition, I have learned some personal and valuable lessons about judgments, remembering ones original purpose when
the going gets tough, and the importance of paradigm shifts in beliefs.
The benefit to the community is that the agency I served now has a contact in the corporate world (my company) should others need assistance in
planning a collection drive of this type. I also plan on giving my contact at the agency, and my supervisor at my company, a copy of my
completed paper when my class is over.
Last, and most importantly is the result that I will not see, but will trust it to happen: Over twenty thousand people in small, remote villages in
Africa will be able to see clearly, some for the first time in their lives!
The following are examples of document types that you might, as appropriate to your project, append as this last section of your Project Review
and Documentation:
4) Printouts (even thumbnails) of PowerPoint (or other) slides from a presentation made.
8) Copies of thank-you notes or other acknowledgement of your project's value and success.
The variety of Capstone project types and course delivery modes (e.g. in-class or online) affords significant latitude in the definition of the
Capstone Presentation. Within guidelines specified by your facilitator, you have several options.
Perhaps you will deliver your oral presentation to your classmates, in the mode typical of Regis courses. Or maybe you would prefer to orally
present a project overview to certain individuals directly connected to your project and gather presentation feedback from this external
audience to share, in a formal, in-class debriefing with your Capstone classmates. WebCT may be available and appropriate. There might even
be other options that fit your project, your needs, and your facilitators preferences.
You must actually deliver your presentation; you cannot simply generate a manuscript, visual aids, and/or other materials and call them your
presentation.
Do not read your notes to your audience; rather, deliver your presentation with energy and enthusiasm befitting all the work you put into planning
and executing your project. Maintain rapport. Move. Keep things lively and interesting.
You are expected to firm up your presentation with a clear-cut introduction, body, and conclusion, which are tailored to fit the time constraints
given by your facilitator (normally about ten minutes). Your presentation body, especially, should be carefully constructed to include two to
five major areas or phases (i.e. main points).
Do not, in particular, subject your audience to a seemingly endless and formless string of slides. And dont overdo it on project technicalities of
little interest to your audience. Mainly, let them know what you intended to accomplish, how you went about accomplishing it, how things
turned out and were received, and what you learned or otherwise gained from planning and executing your project.
Lastly, if you plan to take questions, budget your allowed time for these by limiting the duration of your prepared material; be sure to check
your time before deciding to ask, Any questions?
Preparation and Use of Speaking Aids
You may use PowerPoint slides, overhead projections, flip charts, handout materials, audio or video clips, stage props, live demonstrations, or
other project-appropriate speaking aids. What you cant do is just talk, unaided. The point is to enhance both clarity and impact as you present your
material. Your facilitator might restrict the above list, so be sure you understand what is or is not allowed in your specific case.
Your facilitator will create and distribute specific guidelines for this process.
This process is intended to be a reflective activity that will allow you to share your thoughts about your educational experience in both the Capstone
Course and your experience with Regis in general.
To facilitate a sense of candor and freedom of expression, the grading for this assignment will be pass/fail. However, you must complete this
assignment to pass the course (failure to so will result in a grade of Incomplete)