thesis capstone project

Understanding the Differences Between Dissertation, Thesis, and Capstone Projects

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

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

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

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

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

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

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

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

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

Theses and Capstone Projects: Writing your thesis or capstone project report

When a final project includes a written document of some sort, students are expected to follow the appropriate MSOE style guide. There are separate style guides for undergraduate and graduate work.

The applicable style guide can be found here:

• MSOE Graduate Student Documentation and Style Guide For Technical Documents
• MSOE Undergraduate Documentation and Style Guide

Thesis and Capstone Reports

MSOE librarians work closely with graduate students and their advisers during the thesis and capstone report phase of their education. The following resources, documents and information will help you complete your final project.

Graduate Thesis and Capstone Report Format Checks

In compliance with Graduate Programs Council (GPC) Policy 4.3.009, the library is responsible for verifying that all MSOE Graduate Thesis and Capstone Report documents comply with MSOE’s format requirements.

Graduate Thesis and Capstone Report Completion

• Graduate Thesis and Capstone Document Process This document walks through the process of completing a masters thesis or capstone document, including the library publication approval check and other considerations.
• Graduate Thesis and Capstone Publication Approval Form Complete this form and submit it to the library along with the thesis or capstone project to be reviewed.
• MSOE Electronic Thesis and Capstone Project Report Permission Form Use this Form to grant MSOE permission to electronically publish a graduate degree thesis or a graduate degree capstone project report or other independent graduate degree final report or essay.
• Library “Non-Circulation Status” Request Form Complete this from to request access restrictions for a thesis or capstone report.

Personal Thesis/Capstone Bindery Request

The library offers a bindery service for graduate students interested in having copies of their thesis or capstone report bound in a durable, sturdy, and attractive hardcover binding. Students are charged a fee per volume for the service. To request binding of a thesis or capstone report, please send an email to [email protected] .

Electronic Publications at MSOE

• Electronic Publications at MSOE A selection of theses and final capstone project reports completed by graduate students at MSOE that have been approved for electronic dissemination.

MSOE electronic publication provides the broadest possible method of disseminating your work. With electronic publication, the full text of your electronic thesis, capstone project report, or final independent report or essay is freely accessible world-wide on the Internet. Electronic publication of your document typically results in more recognition of your research work, wider dissemination of scholarly information, and acceleration of research.

The MSOE Library invites MSOE graduate students who have completed an approved master's thesis, capstone project report, or other independent final report or essay to submit their work to the MSOE Institutional Repository. In order to participate, graduate students must complete and submit a Permission Form in order to enable MSOE to electronically publish their work.

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What is a Capstone Project in College?

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

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

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

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

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

What is Involved in a Capstone Project?

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

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

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

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

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

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

Find Your Program

Types of capstones.

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

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

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

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

Are Capstone Projects Difficult?

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

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

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

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

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

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

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

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

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

Capstone Projects are About Your Success

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

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

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

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

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

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

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Dissertation vs Thesis vs Capstone Project What’s the difference?

By: Derek Jansen (MBA) | Expert Reviewed By: Dr. Eunice Rautenbach | October 2020

At Grad Coach, we receive questions about dissertation and thesis writing on a daily basis – everything from how to find a good research topic to which research methods to use  and how to analyse the data.

One of the most common questions we receive is “what’s the difference between a dissertation and thesis?” . If you look around online, you’ll find a lot of confusing and often contrasting answers. In this post we’ll clear it up, once and for all…

Need a helping hand?

Dissertation vs Thesis: Showdown Time

Before comparing dissertations to theses, it’s useful to first understand what both of these are and what they have in common .

Dissertations and theses are both formal academic research projects . In other words, they’re academic projects that involve you undertaking research in a structured, systematic way. The research process typically involves the following steps :

• Asking a well-articulated and meaningful research question (or questions).
• Assessing what other researchers have said in relation to that question (this is usually called a literature review – you can learn more about that up here).
• Undertaking your own research using a clearly justified methodology – this often involves some sort of fieldwork such as interviews or surveys – and lastly,
• Deriving an answer to your research question based on your analysis.

In other words, theses and dissertations are both formal, structured research projects that involve using a clearly articulated methodology to draw out insights and answers to your research questions . So, in this respect, they are, for the most part, the same thing.

But, how are they different then?

Well, the key difference between a dissertation and a thesis is, for the most part, the level of study – in other words, undergrad, master or PhD. By extension, this also means that the complexity and rigorousness of the research differs between dissertations and theses.

So, which is which?

This is where it gets a bit confusing. The meaning of dissertation or thesis varies depending on the country or region of study. For example, in the UK, a dissertation is generally a research project that’s completed at the end of a Masters-level degree, whereas a thesis is completed for a Doctoral-level degree.

Conversely, the terminology is flipped around in the US (and some other countries). In other words, a thesis is completed for a Masters-level degree, while a dissertation is completed for PhD (or any other doctoral-level degree).

Simply put, a dissertation and a thesis are essentially the same thing, but at different levels of study . The exact terminology varies from country to country, and sometimes it even varies between universities in the same country. Some universities will also refer to this type of project as a capstone project . In addition, some universities will also require an oral exam or viva voce , especially for doctoral-level projects. 

Given that there are more than 25,000 universities scattered across the globe, all of this terminological complexity can cause some confusion. To be safe, make sure that you thoroughly read the brief provided by your university for your dissertation or thesis, and if possible, visit the university library to have a look at past students’ projects . This will help you get a feel for your institution’s norms and spot any nuances in terms of their specific requirements so that you can give them exactly what they want.

Let’s recap

Dissertations and theses are both formal academic research projects . The main difference is the level of study – undergrad, Masters or PhD. Terminology tends to vary from country to country, and even within countries.

Need help with your research project?

Get in touch with a friendly Grad Coach to discuss how we can help you fast-track your dissertation or thesis today. Book a free, no-obligation consultation here.

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project. 

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Thesis/Capstone for Master's in Data Science | Northwestern SPS - Northwestern School of Professional Studies

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Capstone and thesis overview.

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

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

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

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

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

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

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

From Faculty Director, Thomas W. Miller, PhD

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

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

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

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

Capstone Experience

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

Capstone Checklist

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

Capstone Lesson Learned

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

Publication of Work

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

Benefits for publishing your thesis:

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

Get started:

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

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

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

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Modifications to Submission Process

University theses have formerly required hand-written signatures on the thesis signature page from the thesis committee members.   From Spring 2022 on, thesis committee member signatures will be obtained via AdobeSign instead.  The Office of Graduate Studies will facilitate this process upon submission of the Thesis Submission Information Form by the thesis author.

For Departmental Theses or Capstone Projects, a single email message from your thesis/project advisor with a subject line of "Thesis/Capstone Approval: Student Name" sent to [email protected] is required for publication.  

The remainder of the review and publication process for both types of theses and capstone projects requires no modification.

If you have additional questions, please contact the graduate coordinator of your program or [email protected] .

Dear Master's Candidate

Dear master's candidate:.

You are about to embark on one of the most important aspects of a master’s degree, the preparation of a master’s thesis or capstone project. The thesis or project will provide you with an opportunity to demonstrate the ideas, research skills, and creative abilities you have gained during your graduate work.

As with your previous master’s coursework, the first place to begin this new endeavor is with your department. The most important person in your department at this time will be your thesis or project advisor. You should select an advisor who is a good match with your research interests and with whom you have a good academic and working relationship. The selection and definition of a research topic and methodology is a key element for completing a successful thesis. Your thesis or project advisor is the person who will help you do this and who will guide you through the content and research requirements of the thesis or project.

The university recognizes two types of theses, University Theses, and Departmental Theses, and one type of Capstone Project.   Your program will specify which one you should complete, or perhaps provide an option of any of the three.   University Theses must comply with university guidelines regarding formatting, while your program will define the format required for a Departmental Thesis or Capstone Project.

If you are completing a University Thesis, the Office of Graduate Studies will assist you with the style and format of your thesis. This  University Thesis Writing Guide  and the  Thesis Format One-Pager  present the requirements to follow when you write your thesis. Reading and following these guidelines will help you to prepare a thesis that will be in conformance with university standards and thus acceptable for format and style. If you are completing a Departmental Thesis or Capstone Project, and your department does not provide a specified format for your thesis or project, you may wish to follow the University Thesis format guidelines in order to produce a thesis of professional quality.   Questions of content and academic quality are determined by the thesis or project advisor in your department.

if you are completing a University Thesis, after you have read the Thesis Format One-Pager and the University Thesis Writing Guide, please email  [email protected]  if you have any questions concerning style and format not covered in these pages. If you are completing a Departmental Thesis or Capstone Project, please contact your program coordinator with any questions.   I encourage you to clear up any questions before the preparation of your final draft. 

Congratulations on your graduate work to date and best wishes on your thesis or project.

Kevin Brown, Ph.D. Director of Graduate Studies 

Introduction

A University Thesis   is a formal presentation of an objective, critical investigation. It is to be written in a formal, scholarly manner in standard English. The quality of both the presentation and content of the finished thesis is a major consideration in its acceptance by the University. 

A University Thesis demonstrates originality, clear purpose, appropriate organization, critical analysis, independent thinking, and accurate and complete documentation. Style, language, and punctuation must be consistent. Description, cataloging, compilation, or other simple procedures are not adequate.

The   Office of Graduate Studies will assist students completing University Theses with the required format and style .

Following the guidelines in The   University Thesis Writing Guide   will help you to prepare a thesis that will be in conformance with University standards and thus acceptable for format and style. You also have available to you the   Thesis Format One-Pager   to be used as a quick reference tool. 

For questions, email   [email protected] .

A Departmental Thesis is very similar to a University Thesis in terms of objective and content.  The main distinction is that the format of a departmental thesis is specified by your department rather than the university.  As a result, Departmental Theses do not undergo format review by the Office of Graduate Studies.

A Capstone Project is a significant undertaking in either a fine or applied art or a professional field. Projects should provide evidence of originality, independent thinking, and appropriate form and organization. Students are required to describe their project in a written abstract that addresses the project’s significance, objectives, methodology, and conclusions. In some cases, the student may be required to present an oral defense.

For questions, please contact your program coordinator or thesis or project advisor.

For both types of theses, the   Thesis Advisor   in your department can answer questions regarding content or academic quality .  The Project Advisor or Instructor of your project class can answer similar questions regarding Capstone Projects.

How to begin

• Consult with a graduate advisor . Learn about your graduate program and the requirements for preparing a thesis or project.
• For University and Departmental Theses, form a thesis committee . It is important to contact your department for guidelines on forming a thesis committee to supervise your writing.  Guidelines vary department-by-department.   The Chair of your committee must be a California State University, East Bay faculty member.
• Capstone Projects may or may not require a committee.  Contact your department for more information.
• Previously published papers can be used for a thesis if : the student is first (senior) author on the published papers; there is written permission from the publishers to use the papers for the thesis; and there is both an introductory chapter as well as a concluding chapter that connect the papers together.
• Enroll in your department’s thesis or project course .   University Thesis courses are numbered 691, while Departmental Thesis courses are numbered 699.  Capstone Project courses are numbered 693.
• University Thesis Writing Guide
• Thesis Format One-Pager
• For other materials, scroll to "Thesis Resources".

Obtain thesis or project topic approval

• Settle on a thesis or project topic with the guidance of your department, and obtain Thesis Committee approval (if necessary).
• If required, get Institutional Review Board (IRB) approval . Approval of research protocol by the IRB is mandatory if research with human subjects is involved. This review is necessary to determine whether human subjects will be at risk and to protect their rights and welfare.   IRB approval must be obtained before research commences . 

Students should contact the   IRB Coordinator   early in their thesis or project planning process and should submit their completed application (protocol) to the IRB   at least two months before they plan to begin their research .

Any research involving surveys, experiments, questionnaires, interviews, and similar methodology involves research with human subjects. Theses or projects in the social and behavioral sciences, education, health fields and management/ administration will probably require this review.

For further questions, contact the   Office of Research & Sponsored Programs   . 

After your draft is finished

Work closely with your thesis   committee chair or project advisor/instructor to review your progress, and revise as directed until your committee judges your thesis or project to be   acceptable and complete .

For students completing a University Thesis, follow all formatting requirements as outlined in the  University Thesis Writing Guide  and  Thesis Format One-Pager .

Be sure to include all mandatory elements. Theses must contain the four sections that are listed below in bold-faced type.   Additional sections, as listed below and marked by asterisks (*), are optional. Sections must be assembled in the following order: 

• Copyright Page*
• Signature Page (will be completed through AdobeSign)
• Acknowledgments*
• Table of Contents
• Lists of figures, graphs, photos, plates, maps and tables; if used*
• Page 1. First page of thesis text
• Endnotes, if not in text or at end of chapters*
• Bibliography*

Title Page . Use the   template in the   University Thesis Writing  Guide   as tools to help you determine whether your Title Page has been formatted correctly.

Create a typed version following the instructions on the template. Insert the same number of blank lines as indicated on the templates.

Hold your typed Title Page up to the light along with a copy of the appropriate template to check alignment of all elements.  Note : Alignment of the elements on your typed pages will vary slightly depending upon the font, etc.

For students completing a Departmental Thesis or Capstone Project, please contact your program coordinator for details regarding required formatting.

Note : Faculty members are not expected to take time to make extensive corrections or revisions. They are encouraged, instead, to return draft materials to the student with general instructions and suggestions for bringing the thesis or project up to required departmental and University standards.

University Thesis Defense

If your department or committee requires an oral thesis defense, you must have successfully defended your thesis prior to submitting it for format review. 

Your thesis should be defended and all committee-requested changes should be made prior to submitting your thesis for format review. All that should change between the first and second format review deadlines should be the formatting changes required by the Thesis Editor.

There can be no changes in content once the thesis has been submitted for format review – only minor formatting changes requested by the Thesis Editor can be made in that time period. So we ask that the thesis be defended prior to submission for format changes. 

Departmental Theses or Capstone Project Defense

Your department may require an oral defense of your Departmental Thesis or Capstone Project.   Please contact your department for details.

Format review

• Be sure your committee members have approved the text of your thesis and require no further changes.
• Email the Thesis/Capstone Information Submission Form to [email protected] and [email protected] . Put "University Thesis Submission Info Form" in the Subject line.
• Submit your final and committee approved thesis to [email protected] .
• The thesis can be submitted as a single PDF, or as two separate PDFs : The Preliminary and Content Pages can be separate. Please put Thesis for Format Review in the Subject line of your email. Note : Early submissions are appreciated.
• Complete the AdobeSign Signature page form that will be mailed to your Horizon email account by the Office of Graduate Studies.  Please remind your University Thesis committee members to digitally sign the Signature page as well.   They will be emailed a request.  If the chair of your University Thesis committee will be away from campus during the final semester, you are responsible for making alternative arrangements for final approval.
• During the review, the Thesis Editor will return the Thesis Checklist and a copy of your thesis with recommended edits. Work with the Thesis Editor to make the final changes.
• After revising the thesis , return it to [email protected] with the title “Revised Thesis” in the subject line for a final check.
• When the review is complete , the Thesis Editor will send an approval email stating that your thesis is ready to submit for archiving.

Students completing a Departmental Thesis or Capstone Project should contact their program coordinator or thesis or project advisor for questions regarding formatting of their thesis. 

AdobeSign Signature Page Process

For University Theses only, your thesis Signature page will be completed through the AdobeSign process.   The committee member approval signatures will also be collected through the same process.

After you have submitted the Thesis Information Submission Form to the Office of Graduate Studies, you will be emailed a request to complete the Signature page via an AdobeSign form.   You will be asked to enter the title of your thesis and your name.   Please ensure that you use all capitals in the title and that you delete any lines which are not used.  If you need to include special characters including characters with accent marks, Greek symbols, or mathematical equations in your title, please see the instructions below.

After you complete the Signature page form, select "Submit".   The Office of Graduate Studies will route the page to your committee members.  You will receive a copy of the completed Signature page when your thesis committee members have approved your thesis.

Windows OS:

1. Special Characters, Symbols, and Accent Marks

Search for "Character Map" in the search bar embedded in the Windows toolbar Open the Character Map application Find the symbol or letter you'd like to use and double click it to place it in the "Characters to copy" bar Select "Copy".  Navigate to the Adobe Sign document and use the paste function to place the symbol or letter in the desired field.

2. Mathematical Equations It is necessary to type the equations in the MS Word application and then copy and paste it to the AdobeSign document. Full instructions here: https://support.microsoft.com/en-us/office/insert-mathematical-symbols-91a4b04c-84a8-4de9-bd13-8609e14bed58

1. Accent marks: When you type a letter that needs an accent or other diacritical mark, hold down that key on the keyboard to display an accent menu. Copy and paste it in the desired field within the Adobe Sign document.

2. Special Characters and Symbols: Press Control-Command-Space bar to open the Character Viewer. Find the desired symbol or character and copy and paste it in the desired field within the Adobe Sign document.

3. Mathematical equations: It is necessary to type the equations in the Pages app and then copy and paste it to the AdobeSign document.  Full instructions here:  https://support.apple.com/guide/pages/add-mathematical-equations-tanca5a4fbd9/11.2/mac/1.0

Archiving your thesis or project

At CSUEB, your thesis or project will be archived electronically.   To archive the thesis or project, submit the final electronic version (PDF) of the thesis or project to the  Library  for inclusion in  ScholarWorks,  the CSUEB   Institutional Repository.

• Complete and sign the  Non-Exclusive Distribution  License and Availability Agreement .  The Department Chair signature is only required for Embargo .
• Email the  License Agreement and a PDF version of the complete thesis , including a copy of the  signed Signature Page  to [email protected] .
• For University Theses , ensure that all committee member signatures have been obtained via AdobeSign by the deadline.  After the Library receives the thesis, the Office of Graduate Studies will notify the graduation evaluators in the Records Office that your thesis has been accepted.
• Email the Thesis/Capstone Information Submission Form to [email protected].   Please use a subject line of "Departmental Thesis Submission Info Form" or "Capstone Project Submission Form" respectively.
• Ask your thesis or project advisor/instructor to send an email message to [email protected] using a subject line of "Thesis Approval: Student Name" or "Project Approval: Student Name" to verify that your thesis or project is complete and ready to be archived.   Please ask your advisor to include your name, department, and thesis title in the email message.   For capstone courses, your instructor may send one message listing all students who have completed their projects in the course.

Open, Public Access to ScholarWorks. 

By default, items in   CSUEB’s Institutional Repository   are open access, meaning that anyone can access your work through   ScholarWorks , the library catalog, or searching online via a search engine like Google or Bing. This brings greater visibility to your work and makes it more likely to be seen and used by other scholars. 

We strongly encourage you to   not   place access restrictions on deposited items. However, we understand that there may be times when restricted access is necessary. Please check with your thesis or project advisor and/or any journals to which you are planning to submit your thesis or project for publication if you have any concerns. 

Embargo (aka restricted access)  The act of restricting access to a deposited item is an embargo. Items deposited in CSUEB’s   ScholarWorks   may be embargoed for six months, one year, or two years, if necessary, as is standard practice by many institutional repositories (for example, Duke University, University of Washington, and ProQuest). However, once again, we strongly encourage you to   not   place an embargo on your work. 

While the full-text PDF of your thesis will not be available online during the embargo period, we will place a record for your embargoed work in   ScholarWorks , making note of the date when the full text will become available after the expiration of the embargo. 

Embargoes upon items deposited in CSUEB’s   ScholarWorks   are rarely necessary, as many publishers, including   Nature Publishing Group   allow for the deposit of pre-submission versions of work in Institutional Repositories prior to publication. 

You can find out the pre-print, post-print, and embargo policies of many journals by searching the   Sherpa/RoMEO database , a service provided by   University of Nottingham. 

You and your thesis or project advisor may discuss what need, if any, there is for an embargo before submitting your thesis or project and you will need to note your decision on the   Non- Exclusive Distribution and  Availability Agreement . If you choose not to restrict access to your thesis or project by placing it under embargo, you do not need your advisor to sign the form.

If you have any questions, email [email protected] or call the   University Archives   at 510-885-3892.

Some departments also require 1 or 2  printed and bound copies. Please verify this requirement with your Thesis Chair or Project Advisor/Instructor.

If a bound copy is required, or you desire a bound copy for your own records, you may contact a thesis binding service and contract with them individually.   The following two thesis binding services are recommended:

PhD Book Binding at: https://phdbookbinding.com/

Kater Crafts at: http://www.katercrafts.com/

Deadlines

Students completing a University Thesis are responsible for submitting their thesis for Format Review by the Format Review deadline for the semester in which they intend to graduate.   Students completing a Departmental Thesis or Capstone Project should not submit their thesis or project for review by the Office of Graduate Studies.   Their department will determine the appropriate format.  They should however submit an electronic copy of their thesis to the University Library for inclusion in ScholarWorks, the CSUEB institutional repository.

By the Format Review deadline , students completing a University Thesis must submit:

• The final committee approved copy of their University Thesis in PDF format for Format Review.
• The Thesis Submission Information Form .

The Signature Page should not be signed . The page must be approved for format and signatures will be obtained via AdobeSIgn.

By the Electronic Library Submissions deadline , students completing a University Thesis must:

• Submit their thesis in PDF format including committee signatures to [email protected] .
• Sign and submit the Non-Exclusive Distribution License and Availability Agreement to [email protected] .
• For University theses only, the student and all committee members must complete the AdobeSign signature process.  

These are firm deadlines and you must meet both. Otherwise, your graduation will be delayed.

Deadlines to submit your University thesis for format review and submit copies:

Students completing a Departmental Thesis or Capstone Project should also follow the above instructions to submit their work for inclusion in ScholarWorks, the CSUEB institutional repository.   In addition, they should ask their thesis committee chair or project advisor/instructor to send an email message to [email protected] using a subject line of "Thesis/Project Approval: Student Name" after they have approved the thesis or project.

Deadlines for submission of Departmental Theses and Capstone Projects for inclusion in ScholarWorks are 2 weeks after the Library submission deadline above for University Theses. 

Thesis Resources

• Thesis format one-pager
• University thesis writing guide
• Thesis/Capstone submission information form
• Non-exclusive distribution license and availability agreement
• Thesis templates
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Capstone & Thesis Research

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

• Thinking about your Project
• Selecting and Focusing Your Research Topic
• Start Searching
• Literature Review This link opens in a new window
• Doing Primary Research
• Presentation Skills This link opens in a new window
• Specific Graduate Programs
• Writing and Citing
• Mendeley Citation Manager This link opens in a new window

Need help? Ask a librarian or chat

Ask A Librarian  for help finding sources, narrowing or expanding your topic, and more!​

• Research Desk: 314-246-6950
• Toll-free: 800-985-4279
• Visit us:  Library hours
• Search our FAQs or email us 

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

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

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

Doing primary research (for those students required to do so). Check the " Doing primary research " tab for resources on creating surveys, finding tests, designing studies, etc.

Present your results. The " Writing & Citing " tab brings together resources for writing the paper, citing your sources, and avoiding plagiarism. The " Presentation skills " tab will help you create effective visual aids and deliver a professional presentation.

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

The Guidelines were created by the Webster University Office of Academic Affairs and approved by Webster University Graduate Council. The most recent version of the Guidelines is the 2023 revision.

• Theses and Dissertation Guidelines
• Does the library have theses in the collection?
• Does the library keep graduate capstone (a.k.a. 6000) papers?
• How do I find a thesis or dissertation?

Academic writing and research: Top tips to transform your paper

• Academic Writing & Research: Top Tips to Transform Your Paper (Recorded on Apr. 3, 2019; 37 minutes) New to writing and research or just want to up your game? Join us! Learn simple and effective tips from Writing Center and Library staff to make your writing more polished and to find and integrate others’ ideas and research to strengthen your thesis and argument. Click here to watch specific parts of this video.

Watch  specific topics in this video

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

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

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

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

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

• Next: Thinking about your Project >>
• Last Updated: Mar 21, 2024 11:51 AM
• URL: https://library.webster.edu/capstone

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

What is the Difference Between Capstone and Thesis

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

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

Key Areas Covered

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

What is a Capstone

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

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

What is a Thesis

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

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

Parts of a Thesis

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

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

Difference Between Capstone and Thesis

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

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

Level of Education

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

Final Product

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

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

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

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What Is the Difference Between a Capstone and a Thesis?

Kristine tucker.

The main difference between a capstone project and a thesis is that a capstone project addresses a specific problem, issue or concern in your field of study, and a thesis attempts to create new knowledge. A capstone project focuses on a narrow, specific topic , whereas a thesis addresses a broader, generalized issue .

Explore this article

• Capstone Project: Coursework Application
• Capstone Project: Select a Narrow Topic
• Thesis Paper: Create and Prove or Disprove a Hypothesis
• Thesis Paper: Professional Considerations

1 Capstone Project: Coursework Application

A capstone project tests your understanding of core concepts in your field of study and requires you to apply them to current situations. For example, a capstone project might require you to produce a solution to a business or scientific problem. Capstone projects don't require original research, but you must perform background analysis, conduct library research, examine similar projects and review best practices, according to the University of North Carolina. Capstone projects may be completed individually or in small groups . Some undergraduate and graduate programs require students to complete capstone projects to graduate. Consult your adviser about specific capstone requirements.

2 Capstone Project: Select a Narrow Topic

Choose a narrow topic for a capstone project, for which you can provide expertise and a comprehensive analysis. For example, your capstone project might address how a lack of protein affects elementary students' classroom learning or why some consumers are more likely to buy impulsively. In some cases, a capstone project deals with a specific company that's trying to improve productivity or solve a workplace concern. Most capstone projects require a written paper of approximately 15 to 25 pages, according to the University of Colorado. Your adviser may require you to present your project in public and complete a self-reflective evaluation.

3 Thesis Paper: Create and Prove or Disprove a Hypothesis

A thesis paper differs from a capstone project because you must create new knowledge by developing a hypothesis, conducting data analysis, assessing your results, drawing conclusions from your research and comparing your results to others. "A thesis paper feels more like the scientific method than a field project," according to the University of Wisconsin. You must work independently on a thesis instead of doing group projects . Thesis papers are generally reserved for graduate students.

4 Thesis Paper: Professional Considerations

A thesis paper is beneficial to students who plan to enter a Ph.D. program or conduct individual research related to their postgraduate studies or long-term careers. It's more time-consuming than a capstone project and is worth more academic credit hours. A thesis paper can be completed over several semesters, but a capstone project is generally a single-semester requirement . Course instructors and faculty advisers grade capstone projects, but a larger thesis committee grades thesis papers.

• 1 University of Wisconsin, Oshkosh Department of Public Administration: Capstone, Field Project or Thesis?
• 2 University of Colorado Boulder Interdisciplinary Telecom Program: Capstone Versus Thesis
• 3 University of Washington: What Is the Difference Between a Capstone Project and a MasterFINAL.docx

About the Author

As curriculum developer and educator, Kristine Tucker has enjoyed the plethora of English assignments she's read (and graded!) over the years. Her experiences as vice-president of an energy consulting firm have given her the opportunity to explore business writing and HR. Tucker has a BA and holds Ohio teaching credentials.

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Thesis and Capstone Projects

A thesis or capstone project is a requirement for every graduate student at MIT.

The project needs to be practical, relevant, and address a problem of great interest to industry or other entities with supply chain challenges. These projects are performed with a sponsoring company, NGO, government agency, or trade association. 

Students bid on projects in September, are matched with projects, partners, and SCM project advisors, and begin working with sponsoring companies shortly afterward. Residential cohort (SCMr) students visit sponsoring companies in October and have weekly calls with project sponsors throughout the academic year.

• Since projects usually require 9 months to complete, SCMb students must do some work at home before arriving on campus – see detailed timeline info below.

In December, students prepare a one-slide “e-poster” outlining their project, and present their work-in-progress at the MIT SCALE Supply Chain Expo at the end of January.

In May, students submit completed projects and present their work to the CTL community and project sponsors. Students may be asked to travel to sponsoring companies in June to present their project and findings to management.

Examples of past SCM projects can be found  on the CTL site .

Project Process for Blended Pathway Students

Because SCMb students are on campus for only 5 months they must begin working on their projects in advance. Here is the sequence of work tasks:

Before Applying

• Project Topic: SCMb candidates should think about what kind of supply chain problem they want to work on. They will need to create a convincing two page description of their proposed project. They should think about what kind of an entity might wish to partner with them and what kind of data they will need to perform this project. 

The Application (November to May) 

• All students will complete a capstone project as a component of the program. Projects may be offered by the academic program or proposed directly by applicants. Projects proposed by applicants needs to be practical, relevant, data driven, and address a problem of great interest to industry or other entities with supply chain challenges. These projects are performed with a sponsoring company, NGO, government agency, or trade association.
• Applicants must submit a two page (1000 words) project proposal. Although preferred, this proposal does not require any commitment or discussion on the part of your sponsor. If admitted to the program you will have the option to expand on your proposal to be considered toward the completion of your degree.
• You must impress upon the review committee with the importance of your project to supply chain management and convince them that you can complete the project in a timely manner. Projects will require up to 4 months of remote pre-work prior to enrollment, plus additional time once enrolled in the on campus program.
• Describe the problem including what challenges, industries, markets, products, geographies, processes, etc. are involved?
• What organization or kind of organization will you seek to partner with you on this project?
• How do you propose to gain the cooperation of this kind of organization?
• What methodology would you use to study this problem?
• What types of data will you need to perform this project?
• How do you propose to obtain the data you need for this project?
• If accepted, what pre-work can you do before coming to campus? 
• Can you complete this project in a 9-month time frame, both remote and on campus?

Once Admitted but Before Arrival on campus (August to December)

• Expanded Project Proposal – provide a more detailed description including research question, project scope, methodology, data required, and timing.
• Sources of Data – describe where the data will come from for your quantitative analysis. Show proof that such data exists and that you can get access to it.
• Letter from Sponsor (if collaborating with an entity) – provide a note from any sponsoring entity demonstrating that they intend to provide data and work with you on this project.
• Complete the edX  Introduction to Computer Science and Programming Using Python  course.

Arrival at MIT (first week of January)

• SCMb students arrive a week ahead of the rest of the SCM and SCALE students for orientation
• Students work on their project, attend career development workshops, writing classes, and leadership seminars.

SCALE Connect Expo (January) and Spring Semester – February to May

• SCMb students follow the same project schedule and due dates as the SCMr students

MIT SCM Symposium (May)

• SCMr and SCMb students present the final results of their projects in a day-long event. 

University of Washington

Health Systems and Population Health

School of public health.

• Thesis or Capstone: HSPop MPH
• Academic Experience
• Academic Programs
• Health Systems and Population Health Master of Public Health
• Program Experience: HSPop MPH

All UW Health Systems and Population Health Master of Public Health (MPH) students, regardless of their concentration, are required to write a thesis or complete a capstone project as their culminating experience.

Most students in the generalist concentration or Social and Behavioral Sciences (SBS) concentration choose to write a thesis. Students in the Health Systems and Policy (HSP) concentration tend to select a capstone project.

A master’s thesis is original research presented in a scholarly format that generates new knowledge carried out using rigorous methods appropriate to the research questions, while also applying concepts and methods from one or more branches of science relevant to public health.

The thesis demonstrates the student’s comprehensive knowledge of the substantive area of the study and their chosen research methods. The thesis is the culminating work of the master’s program, and an opportunity to integrate and apply content, concepts, methods, and analysis.

Previous Thesis Examples

Thesis titles, along with Ph.D. dissertation titles from health services students, are available in the UW Library Research Archives.

A capstone project is a scholarly project usually conducted for, or on behalf of, an organization, constituency, or community.

The capstone project allows students to expand and apply their analytical, policy, and leadership skills by exploring a question of policy importance. The capstone might take the form of an evaluation of the implementation of a piece of legislation or public program, the synthesis of existing data to inform the development of a policy agenda, the collection of new information that changes our understanding of a policy problem, or an analysis of the options available to address a specific policy question.

Previous Capstone Project Examples

Select capstone title examples. This does not include all Health Systems and Population Health MPH capstones from this year.

One Omada: Giving Voice to a Company’s Changing Product Offerings (capstone) Student: Siobhan Kelly Capstone Faculty Chair: Karasz Capstone Faculty Member(s): Chan

The 2020 Washington State Health Equity for Immigrants Report Student: Emily Gibson Capstone Faculty Chair: Baquero Capstone Faculty Member(s): Katz

The 2020 Washington State Health Equity for Immigrants Report Student: Cassidy Farrow Capstone Faculty Chair: Katz Capstone Faculty Member(s): Hagopian

Washington Food System Policy Gap Analysis During COVID-19 Student: Lance Frankel Capstone Faculty Chair: Baquero Capstone Faculty Member(s): Krieger, Colman

Policy Influences on Racial Health Disparities in Washington State: Labor, Housing, Governance, and COVID-19 Student: Hana Hartman Capstone Faculty Chair: Katz Capstone Faculty Member(s): Ornelas

Provide HTIP with a database of all of their evaluation and registration data from the past 12 years. Analyze this database for common themes and provide a set of recommendations for future actions HTIP can take to increase their webinar effectiveness. Student: Katherine Andersen Capstone Faculty Chair: Bekemeier Capstone Faculty Member(s): Rogers

Update and maintain a homeless deaths data set, incorporating meaningful information about homeless deaths in King County. Document the history of the Seattle Women in Black vigils and explore the role of public mourning in activism/organizing for public health issues. Student: Colleen McCarty Capstone Faculty Chair: Hagopian Capstone Faculty Member(s): N/A

What can we learn from the COVID-19 experiences of Sequim Food Bank (SFB), its visitors and volunteers? Student: Shafaq Babar Capstone Faculty Chair: Sharkey Capstone Faculty Member(s): Smith

Medical Provider Fluoride Prescribing Practices Student: Tiffany Bass Capstone Faculty Chair: Chi Capstone Faculty Member(s): Reynolds

Behavioral Health Equity in King County’s Mental Illness and Drug Dependency (MIDD) Sales Tax Fund Student: Christina Caso Capstone Faculty Chair: Chayet Capstone Faculty Member(s): Pfohman

Evaluating Rates of Quantity Not Sufficient Sweat Testing at Seattle Children’s Hospital Student: Marina Choi Capstone Faculty Chair: Klein Capstone Faculty Member(s): Rosenfeld

Using Texas Infertility Prevention Project (TIPP) data to inform sexual and reproductive health initiatives. Student: Katherine Greenawalt Capstone Faculty Chair: Harris Capstone Faculty Member(s): Ambrose

A Virtual Workshop Training to Help Social Networks Engage with Older Adults to Move Safely Student: Evelyn Le Capstone Faculty Chair: Meischke Capstone Faculty Member(s): Phelan

Select capstone title examples. This does not include all Health Services MPH capstones from this year.

The Impact of Medicaid Work Requirements of Tribal Health Systems and American Indian/Alaska Native Medicaid Beneficiaries Student: Daysha Gunther Capstone Faculty Chair: Katz Capstone Faculty Member(s): Duran

Fire Department – REACH Partnership Student: Thomas McAuliffe Capstone Faculty Chair: Meischke Capstone Faculty Member(s): N/A

Implementation Plan of FINDconnect in School Based Health Centers Student: Elizabeth Meiselman Capstone Faculty Chair: Niessen Capstone Faculty Member(s): N/A

Community Health Board Coalition Student: Colin Rhodes Capstone Faculty Chair: Krishnaswamy Capstone Faculty Member(s): Ornelas

Developing an E-Learning Module on Mentoring Student: Jacylyn Litzau Capstone Faculty Chair: Bekemeier Capstone Faculty Member(s): Baquero

Evaluation of medical dental integration strategy: A qualitative study Student: Catherine Pawloski Capstone Faculty Chair: Cunha-Cruz Capstone Faculty Member(s): Senturia

Evaluating the emergency preparedness capabilities of CMS-participating hospice and home health organizations in western Washington Student: Joshua Edrich Capstone Faculty Chair: Errett Capstone Faculty Member(s): Sconyers

County-based health coverage for undocumented adults; Recommendations on how to design health coverage that is accessible and trusted in King County, WA Student: Hannah Rapp Capstone Faculty Chair: Katz Capstone Faculty Member(s): Ornelas

Policy assessment of global rotavirus vaccine Student: Lauren MacHarg Capstone Faculty Chair: Fishman Capstone Faculty Member(s): Stergachis

Evaluating the quality of commentary and integrative health services Student: Sarah McDonald Capstone Faculty Chair: Petrescu-Prahova Capstone Faculty Member(s): Baldwin

Through the Eyes of Community/Cultural Mediators: A Qualitative Evaluation of the Community House Calls Program After Twenty Years Student: Janna Gross Capstone Faculty Chair: Kwan-Gett Capstone Faculty Member(s): Painter

Analysis of Death Records in Washington State Residents with Hepatitis C, Washington State, 2000-2016 Student: Kimberly Desmarais Capstone Faculty Chair: Painter Capstone Faculty Member(s): Jaenicke

In Quest of the Quadruple Aim – Development, Deployment and Assessment of a Team-Based Care Model in a Large Internal Medicine Primary Care Clinic Student: Nathan Morrow Capstone Faculty Chair: Painter Capstone Faculty Member(s): Masuda

The Diamond Project: Cross Jurisdiction Quality Improvements in Immunization Work Student: Kylerose Delaney Capstone Faculty Chair: Bekemeier Capstone Faculty Member(s): Cunha-Cruz

Department of Defense Transgender Policy: Exploring Barriers to Integration and Acceptance Student: Jenny Paul Capstone Faculty Chair: Spigner Capstone Faculty Member(s): Greenwald, Castro

Exploring the feasibility of non-potable water reuse systems in Washington State: professional perspectives on need, safety, economic viability, and impact on existing water/sewer utilities Student: Wesley Loven Capstone Faculty Chair: Spigner Capstone Faculty Member(s): Mazengia

Competencies, Trainings and Team Environment: A Qualitative Approach to Understanding the Needs of the CHW Workforce in a Primary Care Clinic Student: Leah Wainman Capstone Faculty Chair: Petrescu-Prahova Capstone Faculty Member(s): N/A

Pilot Study for Longitudinal Tracking of Eco-Evolutionary Dynamics in the Gut and Immune System Development in an Infant Cohort Student: Amanda Holmes Capstone Faculty Chair: Painter Capstone Faculty Member(s): N/A

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Capstone Project: Definition, Types, Structure, and Examples

by  Antony W

January 2, 2024

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

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

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

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

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

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

What Is a Capstone Project? 

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

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

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

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

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

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

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

Capstone Project Vs. Thesis

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

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

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

However, there are some important differences.

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

Types of Capstone Projects

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

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

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

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

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

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

Senior Capstone Project

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

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

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

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

Sample Capstone Project Outline

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

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

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

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

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

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

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

Capstone Project Examples

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

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

You can check out various project samples here . 

Get Help With Your Capstone Project

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

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

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

About the author 

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

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Thesis and Capstone Formatting Guidelines

The paper for the two official copies of the manuscript is 8 x 11, at least 20% cotton content. Text should only be printed on one side.

The margins for the text, including page numbers, must be 1 inch at the top, bottom, and right side of the page, and 1 inches on the left side to allow for binding. Page numbers should be included within these margins.

The body of the document must be double-spaced. Tables may be single-spaced. Consult the style manual of your discipline for spacing after title, headings, quotations, references, etc.

The typeface for the text must be 12-point, serif typeface, e.g., Courier, Times Roman. Black ink should be used unless color is approved by the thesis/capstone director.

Page Numbering

Number all preliminary pages with lower case Roman numerals. Place numbers one inch from bottom of page, three spaces to the right of center. Count but do not number the title page. Number the thesis main body with Arabic numbers in the upper right-hand corner of the page one inch from the top with a double space before the first line of text, and 1 inch from the right-hand side of paper edge. Count but do not number the first page of the main body of the text. Also, do not place a running head on this first page.

Preliminary Pages

Title Page. On the title page, the following information is vertically and horizontally centered: the title of the master's thesis; the full name of the author (this must be the name of the student record); "A thesis submitted in partial fulfillment of the requirements for the degree of (Master of Arts, Master of Business Administration, Master of Science, etc.)"; "Northeastern State University"; and the month and year in which the degree sought is to be awarded (contact the Graduate College for the correct month and year). There should be an equal number of spaces between title/author text and the degree text and the date.

Signature/Approval Page

The signature/approval page begins with the thesis title keyed two inches down from top of page. Use inverted pyramid for longer titles and center within margins. Double-space typed lines. Include signature lines for all of your committee members and the Graduate College Dean. Instructions on inserting signatures in the final document are available on the web or see your adviser for assistance.

The abstract is a one-paragraph, double-spaced, self-contained summary of the most important elements of the paper. The abstract begins on a new page.

Acknowledgments (departmental designation)

The format of the acknowledgments page is determined by the discipline style manual. An acknowledgments page is included immediately before the table of contents. Acknowledgments should be made of any grants that supported the research. The thesis/capstone advisor, readers and any others who contributed significantly to the project is typically also noted here.

Table of Contents (departmental designation)

The format of the table of contents is determined by the discipline style manual. The table of contents will list the page numbers of the chapters and specific pages that follow. Double space each entry, beginning with the list of tables, if applicable, chapters of the main body, references, and appendices.

List of Tables and Figures (if applicable)

The format of the list of tables and figures is determined by the discipline style manual. Tables are data presented in tabular form (rows and columns) and should not include any artwork or graphics. Tables should be formatted with clear labels for the rows and columns. Figures are any illustrations that are not in table format. Both tables and figures should be designed to communicate information quickly and clearly. Refer to the style manual for your discipline for documenting tables and figures.

Body of Thesis/Capstone

The format of the body of the thesis is determined by the discipline style manual. The text is to be double spaced with paragraph indentions. Margins are one-inch at top, bottom and right. A one and one-half inch margin on left side of the paper will allow for binding. All main body pages are to be numbered consecutively with Arabic numerals in the upper right-hand corner of each page (except for the first page which is counted but not numbered), one inch from the top and one inch from the right-hand edge of the paper. Double-space between the page number and the top line of text. Do not use the abbreviation p. or any other mark before the page number.

The number of chapters, chapter titles, headings, and subheadings within chapters should be chosen to present the material in a logical and comprehensible manner and formatted according to the discipline style manual. Thesis/capstone content and form should be discussed with your thesis/capstone committee or thesis/capstone advisor/first reader before you complete the thesis/capstone. Formatting will be according to the style manual used by the discipline.

Bibliography/References/Works Cited

The thesis/capstone must contain documentation for all sources cited in the text. This documentation takes the form of the Bibliography, References, or Works Cited page(s), depending on the style manual used in your discipline. Each source that is mentioned in the text of the thesis/capstone must be documented. Formatting will be according to the style manual used by the discipline.

One or more appendix may be included for material which would detract from the flow of the manuscript, but which is relevant to the thesis/capstone. Examples include large data sets, computer programs, and stimulus materials. Formatting will be according to the style manual used by the discipline.

Order of Pages

The following indicates the correct order of pages. Some pages are required for all theses while other pages are optional and should be included as needed.

Search NYU Steinhardt

Thesis Capstone Project

Ma, learning technology and experience design.

Your thesis capstone, developed over a two-semester period, is where your creativity and newfound knowledge of the learning and cognitive sciences meet to inspire a project of personal and professional interest. You'll present your thesis at our celebratory culminating ECT Design Expo thesis showcase. 

More about the Thesis Capstone

The thesis capstone project enables you to integrate and apply what you've learned in your coursework, internships, and prior experiences, with faculty guidance and support.

As a thesis capstone student, you will meet regularly as a group, reporting on progress, discussing your research and prototypes, and critiquing each other's work through collaborative peer and faculty feedback.

Examples of recent thesis projects:

• Science in Serious Play, Aybuke Gul Turker : This project reveals the imaginative side of science learning through a serious action physics game that teaches geometrical optics to middle and high school students.
• LanguageBug, Guilherme Bueno : Learn as you speak – a novel approach to language learning.
• Skyward, Wayland Guo : Skyward provides a better ornithology learning experience through a combination of bird identification and game-based learning.
• Know Your Globe, Emily Nevitt : This project is a best practices website designed to help study abroad educators construct meaningful and transformative learning experiences.
• Monkey-Mind, Heena Gulati : Monkey-Mind is a creative, action-oriented, web and mobile-based platform designed to educate children about mental health using interactive multimedia technology and digital games.
• Eat Well Squad, Sang Nong : Eat Well Squad motivates preteens to enhance their literacy of nutrition fact labels using both printed comics and augmented reality.
• VR Magic Bongos, Aniol Maso : This virtual reality game aims to help adolescents improve their inhibitory skills.
• Distant Faces, Shared Spaces: Trent Hoy . This project investigates the impact of immersive mobile technologies on language and intercultural learning in classroom telecollaboration partnerships.
• Three Worlds, Alison Bosworth : An application that pays attention to bigger frameworks around early childhood education for children to learn about art, draw and interact.
• MindMint, Sarah Azhar : A mobile app that helps users strengthen their cognitive function, working memory and prevent Alzheimer’s.

Support Global Studies

GSVS Capstone Thesis

Class of 2023.

Student | Capstone Title

Abby Adams | Collaborative Consumption and the Sharing Economy: One Solution to the Externalities Problem

Maira Asmat | Little Robot on the Prairie: How AI Can Improve Irrigation in the "Prairie Gateway" Region of the United States

Lindsay Asmussen | Shining a Light on Electricity Access: Recommendations for Rural Solar in Niger

Tahne Badenhorst | Making a Rainbow Nation Green: Cape Town, South Africa at the Forefront of Renewable Energy Transitions in Africa

Noelani Brockett | Non-Financial Contributions to College Food Insecurity and Implication for Policy: The case of the University of Virginia

Alexandra Burtnett | Sustainable Practices at the Olympic Games

Sy Coffey | Climate Migration into Appalachia: A Just Economic Transition for a Just Climate Future

Sarina Cooper | Gender Informed Natural Disaster Response in the Northern Triangle Region

Julia Edwards | Scope 3 Emissions Calculation for UVA's Paper Procurement

Ella Fesler | To Till or Not to Till: Political and Social Barriers to the Adoption of Conservation Agriculture in the United States & University-Led Agricultre as a Solution

Keely Fitzsimmons | Measuring Progress: Examining the United Nations SDG Index and Redefining the Global Standard for Sustainable Development Progress

Frances Garner | Hanoi's Hong River: Climate, Development, and Rights ot the City

Noah Ginsburg | Conserving Concerts: An Investigation into Sustainability in the Live Music Industry

Izzy Hamilon | Hoos Sharing: UVA's Library of Goods and the Benefits of Collaborative Consumption

Teddy Hill | Battery Energy Storage System Analysis and Prospective ERCOT Acquisition

Cailan Kelly | Scope 3 Emissions Calculation for UVA's Paper Procurement

Kasey Kiefer | Three Notched Trail in Charlottesville: Assessing Importance and Mapping Routes to Expand into a Cycle-Friendly City

Syd Kirk | Powering a Sustainable Future: Exploring the Potential of Nuclear in the Clean Energy Transition

Jaden Ko | Sustainability in the Food and Beverage Industry

Halle Krantz | Polluted Policies: Perpetuation of Environmental Racism in Cancer Alley and the U.S.

Brandon Licata | The Grass Isn't Always Greener: Environmental Effects of Grass Lawns and Sustainable Alternatives

Dillon McDowell | Landscapes, Their Stories, and the Inspiration to Care

Jack Mills | What Plant Spirit Medicine Says to Us: Articulating Plant Spirit Medicine in Indigenous Ontological and Epistemological Terms

Gabrielle Moore | Value of Visual Art in the Climate Crisis

Sara Moreno | Alt-Meat: The Commodification of meatless Diets and its place in the United States' Culture of Nourishment

Catherine Nguyen | Swept Under the Carpet: A Case of Environmental Justice in Dalton, GA

Allison O'Neill | Exploring Ecological Sustainability within New England Agriculture: Food Hubs as a Potential Champion

Luca Pfeiffer | A Visual History of Albermarle Wildlife

Spencer Pierce | The Politicization of ESG Investing and Its Implications on the Social Pillar of ESG

Brendan Puglisi | Addressing The United Nations' Top Sustainability Goals With Data Science

Olivia Redding | To Dune or Not to Dune: The Conflict Between Protecting Coastal Landscapes and Conserving Endangered Sea Turtles

Evan Riegle | Corporate Sustainability at Apex Clean Energy

Ana Roney | Global Threats to Mangroves and Conservation Efforts

Gabrielle Rosario | A Resilient Future: Steps & Recommendations for a Climate Resilience Plan in York County, Virginia

Carter Shields | Mapping and Evaluating Solid Waste Management in Hanoi, Vietnam

Eliza Stowe | The Decarbonization of our Appalachian Energy Systems: A Clash of the Labor and Climate Justice Movements

Cassandrew Torres | Conservation in Conversation: Sustainable Tourism in Gozo

Katherine Turk | Corporate Sustainability in Denmark vs. the United States

Jaylah Koree Webb | Pargons or Pariahs?: Black People and the Environmental Movement

Mason Wilson | Prioritizing Sustainability in Cloud Computing: A Search for the Most Sustainable Cloud Provider

Coleman Wise | Battery Energy Storage System Analysis and Prospective ERCOT Acquisition

Naomi Wren | Urban Agriculture and Mutual Aid in Richmond, Virginia: Cultivating an Equitable Food System through Solidarity

Class of 2022

Tahne Badenhorst | Making a Rainbow Nation Green: Cape Town, South Africa, at the Forefront of Renewable Energy Transitions in Africa

Lyons Brown | Reuniting Native FIsh, People, and Water: Damn Removal and Salmon Restoration on the Lower Snake River

Emma Clark | An Analysis of Differential Capacities for Environmental Justice Work in Renewable Energy: Residential, Community, and Utility-Scale

Janet Conklin | Waste to Winter Wonder: Comprehensive Wastewater Reuse in Big Sky, Montana

Madison Crouch | Taking Out the Trash: A Comparison of Solid Waste Management Practices at Various Universities

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

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

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

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

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

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

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

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

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

Lukas Houpt (with Megan Sprottle) | Climate Crossroads

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

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

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

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

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

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

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

Dulaney Marsh | Managed Retreat on Tangier Island

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

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

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

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

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

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

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

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

Megan Sprotte (with Lucas Houpt) | Climate Crossroads

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

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

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

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

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

Berkeley Wilkins | Meeting Point: Disability & Environmental Justice

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

Katie Yared | The Push to End Factory Farming

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

Class of 2021

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sydney Mathis | Black Farmers Matter

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

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

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

Class of 2020

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

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

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

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

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

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

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

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

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

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

Daniel Brooks | The Toxic Sublime in Italian Cinema

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

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

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

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

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

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

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

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

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

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

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

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

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

Leah Silverman | Participating in Charlottesville's Local Food System

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

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

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

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

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

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

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

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

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

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

Class of 2019

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Riley Chitwood | Establishing a Community Food System in Charlottesville 

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

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

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

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

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

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

Class of 2018

Adam Bernstein | Island Communities as Models of Sustainability

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Matthew Mongan | Residential Energy Efficiency

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

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

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

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

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

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

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

Rita Cliffton | Defining Environmental Migrants

Ryan Gillies | Environmental Migration and Climate Adaptation Policy in Bangladesh

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

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

William Saul Pasco | Regenerative Agriculture: Transforming our Farms

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

Class of 2017

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

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

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

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

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

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

Broghan Kelly | Insuring a Better Food Future

Charlotte Bemiss | Waste Beyond the Bin: An Investigative Photoessay

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Class of 2016

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Kelsey Galantich | Biofuels: Keeping It Local

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

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

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

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

Tessa Crews | Cultivated Awareness: Vedic Wisdom and Contemporary Stewardship

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

• Major Requirements
• Capstone Thesis

The Dean College Senior Capstone Course: A Look at Four Recent Projects

At Dean College, the majority of students complete a Capstone research project in their senior year, prior to graduation. The purpose of the Capstone is to provide an integrative experience that allows students to apply what they have learned in their academic courses at Dean.

“The Capstone course provides an opportunity for our students to pursue independent research on a topic of their choice,” explained Robin Bowman, Assistant to the Dean for the School of Liberal Arts. “The Capstone then culminates in a research paper, completed under the supervision of a faculty advisor, and then a formal presentation of their results.”

The benefits of completing a Capstone in college are many, including:

• Research, communication, and analytical skills;
• Integration of knowledge;
• Critical thinking and problem-solving skills;
• Personal growth and confidence; and
• Preparation for real-world applications.

Dean College’s Professor of Sociology, Kristin Holster, PhD says, “Successfully completing a Capstone course requires dedication, commitment, and self-discipline. Students must overcome challenges, which helps them to develop their confidence. We frequently hear from alumni currently in graduate school that their Capstone experience prepared them well for what is expected of them.”

At the end of 2023, seniors presented their fascinating research to the Dean community. We caught up with four of them to learn a little about their experiences.

Annabelle Cutrer, Dance and Psychology (majors)

Harmonizing futures: optimizing alumni networks in performing arts higher education.

Q: What was the purpose of your Capstone project?

A: My senior project aimed to bridge the gap between alumni, specifically of Dean College’s Joan Phelps Palladino School of Dance, and the school community. The overarching goal of this project was to create an event proposal designed to enhance alumni engagement and bring them back to campus, fostering a stronger sense of community. As a soon-to-be graduate, I hope to return to Dean as an alumna, which was a big inspiration for my project. 

Q: What conclusions did you come to at the end of your Capstone?

A: The results of my survey revealed that dance alumni are very interested in returning to campus to connect with students in a variety of ways. Dean is very special to a lot of people, which was shown in the answers given by alumni. Although there is excitement about future alumni events, results revealed that most alumni (63%) felt neutral when asked about their feelings toward the current alumni program.

Q: How do you think doing a Capstone at Dean prepared you for your future after graduation?

A: In this specific case, I think my Capstone will open up opportunities for all alumni and soon-to-be graduating seniors, including myself. Ideally, the Joan Phelps Palladino School of Dance will use my research and results as motivation to create a strong community between current dance majors and alumni. When it is my turn to take on the role of alumna, I want to have the chance to come back and connect with current dancers and alumni.

Kyle Ingram, Exercise Science (major)

Testing and comparing vo2max scores among different positions in lacrosse.

A:   The purpose of this study was to compare the oxygen consumption (VO2max) in different lacrosse team positions, while also analyzing which position on the field will consume the most oxygen. The athletes' Respiratory Exchange Ratio (RER) was also analyzed.

A:   I discovered that the position of attackmen had the highest VO2max average, followed by midfielders, and then defenders. The higher the VO2max score was, the individuals tested tended to burn more fat than carbohydrates. This indicates that the VO2max test was not super challenging for the athlete and that the athlete was very conditioned. Body fat percentage was also measured and averaged per position (defenders had the highest).

A:   It prepared me for a potential Capstone project in the future at graduate school. It also utilized all the skills and knowledge I have gathered over the years at Dean, culminating in a research project that can help me down the road with career projects or obstacles I might run into.

MacKenzie Fillion, Biology (major), Psychology (minor)

Gram-negative bacteria in vaping devices.

A:   The purpose of my Capstone project was to see if there were gram-positive and gram-negative (harmful) bacteria present within the mouthpiece of vaping devices, as well as to bring awareness to the negative side effects of vaping with visual and textual evidence.

A:   This study has begun to address the gap regarding bacteria in vaping devices. The results from this study provide insight that gram-negative bacteria are the leading bacteria in these devices, allowing them to harm the human body and create further health implications. Individuals can eliminate exposure to gram-negative bacteria by giving up or avoiding smoking habits. For those who continue to struggle with addiction, it is important that companies strongly enforce policies regarding proper hygiene, follow manufacturing rules, and limit the amount of chemicals that users can be exposed to. These changes could be highly difficult to make since vape products are manufactured internationally, and it is difficult for one country to enforce legislation on another.

A:   I believe my Capstone experience at Dean has prepared me in many ways for my future after college. The main lessons I have learned through this experience include acquiring independent critical thinking skills; the ability to design and conduct experimental studies; maximizing resource utilization; and effectively communicating crucial messages to a wide audience.

Meena Kasthambadi, Early Childhood Education (major)

Effect of hospitalization on young children’s emotional and educational needs: a review of literature.

A: My goal is to help Early Childhood Educators, or any other professionals who work with children, learn how being hospitalized impacts them. There are all sorts of ways to help children emotionally and physically when they are transitioning back into the classroom. 

A: The goal of Early Childhood Educators and Child Life Specialists is to educate the whole child, and this cannot be done without a thorough understanding of the characteristics and educational needs of young children who are or have been hospitalized.

A: This Capstone paper has helped me tremendously for my future after Dean. My goal is to become a Child Life Specialist after graduation and to accomplish this, I will need to go to graduate school. My whole Capstone paper had to do with children in an Early Childhood and Child Life Specialist setting. 

Bouvé College of Health Sciences

Khoury college of computer sciences, health informatics.

The Master of Science in Health Informatics prepares students to successfully address the combined clinical, technical, and business needs of health-related professions.

Northeastern’s interdisciplinary Master of Science in Health Informatics program was the first master’s program in the field. Our students graduate with the knowledge of how technology, people, health, and the healthcare system interrelate; the ability to use technology and information management to improve healthcare delivery and outcomes; and the skills to communicate effectively among healthcare practitioners, administrators, and information technology professionals.

The MS in Health Informatics program is a collaboration between the Bouvé College of Health Sciences and the Khoury College of Computer Sciences. The program offers a flexibly designed curriculum for both part-time and full-time students, combining core courses in healthcare systems and management with elective courses that span vital topics across the industry. Students are able to choose classes based on their interests and backgrounds; students from the healthcare industry are introduced to new technologies. An advisory board of industry professionals provides expert guidance in the program’s development and ongoing curricular advancements—the program remains at the leading edge of advances in the industry.

This interdisciplinary master’s degree program is designed for healthcare professionals with limited computing and information technology experience, as well as IT professionals with little knowledge of healthcare environments.

• The  Personal Health Informatics Concentration includes courses such as Creation and Application of Medical Knowledge, Computer/Human Interaction, Biostatistics in Public Health, and completion of a Thesis or Capstone Project.
• Health Informatics (Without Concentration)  requires courses associated with Business Management, Health Informatics, Technical (such as Biostatistics and Public Health), and a Capstone Project.
• The  Health Informatics Analytics Concentration  is offered in conjunction with Northeastern’s College of Engineering , offering electives such as Computational Modeling and Structured Data Analytics for Industrial Engineering, Healthcare Systems Modeling and Analysis, and Data Mining in Engineering. Required coursework include courses associated with Business Management, Health Informatics courses, Technical, and a Capstone Project.

More Details

Unique features.

• This MS program is designed for students with no clinical or technical experience as well as for people with experience in either discipline.
• The program can be completed with no concentration, with a concentration in Health Informatics Analytics or in Personal Health Informatics.
• Flexible course schedules and formats meet the needs of both working professionals and full-time students
• Faculty for this program are senior leaders in the field
• Coursework provides an academic pathway to the PhD in Personal Health Informatics
• Research capstone project allows students to make an active contribution to the field
• Health Informatics program graduates have a nearly 100% job placement within three months of graduation
• The program is STEM certified

Program Objectives

• Understand how information technology, people, health, and the healthcare system interrelate
• Use information technology and information management concepts and methods to improve healthcare delivery and outcomes
• Communicate effectively among healthcare practitioners, administrators, and IT professionals, and understand each group’s needs and constraints

Career Outlook

Health informatics is a rapidly evolving field—one in which jobs are projected to grow by 23% into 2020. As the healthcare system evolves, the ability to integrate technology into patient care is becoming increasingly imperative, creating great demand for professionals with knowledge of health sciences, computer science, and information technology. Northeastern’s MS in Health Informatics graduates have gone on to hold positions as clinical, data, business, technical, application, and security analysts, as project managers, and as CIOs, CMIOs, and directors of many prominent companies. Recent graduates hold positions at Harvard Pilgrim Healthcare, Partners Healthcare, Beth Israel, Tufts Medical Center, Lawrence General Hospital, Humedica, and Verisk Analytics.

Testimonials

– sara khalil, ms ‘22, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Online application and fee
• Unofficial undergraduate/graduate transcripts; (you can submit official transcripts from all colleges/universities attended at the time of admission)
• Statement of purpose that should include career goals and expected outcomes and benefits from the program
• Recent professional resumé listing detailed position responsibilities
• Three confidential letters of recommendation
• Official TOEFL or IELTS examination scores (international students only)

International students are required to submit official transcripts to  World Education Services  for credentialing. Once you have received verification of your degree and transcript from WES, please forward to the address below.

Send all supplemental application materials to:

If you are mailing  from outside the U.S.,  please send your documents to:

Northeastern University Bouvé College of Health Sciences Applicant ID: XXXXXXX (insert your applicant ID number) Graduate Application Documents 360 Huntington Ave. Boston, MA 02115 USA

If you are mailing  from inside the U.S. , please send your documents to:

Northeastern University Bouvé College of Health Sciences Applicant ID: XXXXXXX (insert your applicant ID number) Graduate Application Processing Center P.O. Box 1434 Portsmouth, NH 03802 USA

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the Bouvé College of Health Sciences admissions process, policies, and required materials.

Admissions Dates

Applicants must submit the online application and all required admission materials no later than the stated deadlines to be considered for admission. Admissions decisions are made on a rolling basis.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

Co-op makes the Northeastern graduate education richer and more meaningful. It provides master’s students with up to 12 months of professional experience that helps them develop the knowledge, awareness, perspective, and confidence to develop rich careers. In addition to the esteemed faculty, many students enroll in the master’s programs largely because of the successful co-op program.

Graduate students typically have an experiential work opportunity following their second semester. This could be a six- to eight-month co-op or a three- to four-month summer internship. Those who initially experience co-op may have the opportunity to seek an internship for the following summer, or vice versa.

Student participation in experiential education provides enhanced:

• Maturity, responsibility, and self-knowledge
• Technical expertise
• Occupational information
• Job seeking and job success skills
• Networking opportunities with those in desired career paths

Northeastern’s co-op program is based on a unique educational strategy which recognizes that classroom learning only provides some of the skills students will need to succeed in their professional lives. Our administration, faculty, and staff are dedicated to the university’s mission to “educate students for a life of fulfillment and accomplishment.” Co-op is closely integrated with our course curriculum and our advising system. The team of graduate co-op faculty within the Khoury College of Computer Sciences provides support for students in preparing for and succeeding on their co-ops.

These multiple connections make co-op at Northeastern an avenue to intellectual and personal growth: adding depth to classroom studies, providing exposure to career paths and opportunities, and developing in students a deeper understanding that leads to success in today’s world.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Jay Spitulnik

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Nursing and Healthcare alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Massachusetts General Hospital
• Boston Children’s Hospital
• Beth Israel Deaconess Medical Center
• Brigham and Women’s Hospital
• Boston Medical Center

What They Do

• Healthcare Services
• Business Development
• Community and Social Services

What They're Skilled At

• Patient Safety
• Healthcare Management

Learn more about Northeastern Alumni on  Linkedin .

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Macaulay Honors College

The 2024 macaulay honors college outstanding thesis and capstone awards, college news.

The inaugural Macaulay Honors College Outstanding Thesis and Capstone Awards recognize and reward excellence in undergraduate research, scholarship, or the arts. The consortium-wide competition aims to recognize excellence in undergraduate research, scholarship, or the arts by Macaulay Honors College seniors as evidenced through their theses and capstone projects. These awards also recognize the invaluable role of faculty mentors and advisors to thesis and capstone projects and to Macaulay students’ overall honors education.

Awards are given to the top three projects submitted each year. First-place winners receive $1,000; second place is awarded $500; and third place is awarded $250. This year’s winners will be featured on the Macaulay Honors College website, and acknowledged at the 2024 Macaulay Honors College Commencement Ceremony.

Student theses and capstone projects will be evaluated by a committee of Macaulay faculty and staff on the basis of the work’s quality, originality, and contribution to the field.

Eligibility

All Macaulay Honors College seniors completing a thesis or capstone project as part of their graduation requirements in the 2023-2024 academic year are eligible. The Spring 2024 award encompasses graduates from Summer and Fall 2023 as well as Spring 2024.

Students are invited to apply directly, and nominations from academic departments, individual faculty members, and campus Macaulay Directors are also encouraged. Students nominated by faculty and staff will need to complete the online application.

How to Apply

We are now accepting applications and nominations for the 2024 Macaulay Honors College’s Outstanding Thesis and Capstone Awards. Applications must be submitted by Thursday, May 2, 2024, 11:59pm EST. We encourage faculty, staff, and directors intending to nominate students to do so as soon as possible. In submitting their online entry form, students should:

• Project description
• Description of methodology
• Key findings (if appropriate)
• Conclusions and implications
• List any awards or grants received to support this project
• Consult their thesis or project advisor that they would like to apply for this award. Faculty advisors will receive a short feedback form to complete. The advisor must complete the statement of support for the committee to evaluate the project.
• Attach an excerpt of 5-10 pages (1250-2500 words) of your thesis or project in .pdf format.

The application and faculty statement of support are available here:

Entry form for the 2024 Macaulay Honors College Outstanding Thesis Prize

2024 Macaulay Honors College Outstanding Thesis Prize Faculty Nomination form and Statement of Support

Important Dates

• Submission of applications, attachments, and statements of support must be received by May 2, 2024 at 11:59 p.m. EST
• A review committee of Macaulay Honors College faculty staff will select and notify three finalists by May 7
• Three finalists are invited to give presentations of their work at the Thesis and Capstone Awards Celebration on Tuesday, May 14, 2024

Celebration Event

Thesis and capstone celebration event: tuesday, may 14, 2024.

All students submitting their thesis or capstone project for consideration, and their faculty advisors and mentors, will be recognized at a celebratory event at Macaulay Honors College on Tuesday, May 14, 2024, at 5:00 pm. At the event, students will be encouraged to connect with colleagues in discussing their theses and projects, and three finalists will be invited to give 10-minute presentations of their theses. Refreshments and light bites will be served.