Paul Smith’s College Capstone Project Handbook

Topics: Project management, Citation, Project planning Pages: 33 (11139 words) Published: July 16, 2013
PAUL SMITH’S COLLEGE CAPSTONE PROJECT HANDBOOK Table of Contents Section I General Information Capstone Project Mentor Responsibilities Sample of Capstone Mentor Agreement Capstone Project Journal Format Preparation and Guidelines for the Capstone Project Proposal APA Format for Citations & References Guidelines for Funding Capstone Projects Guidelines for Capstone Project Written Report Suggestions for Oral Presentations Format for Mini-Abstracts 2-6 7-8 9 10 11 - 16 17 - 21 22 – 23 24 - 29 30 - 32 33

Section II Capstone Project Forms - available on Web site Proposed Topic Mentor Information Mentor Agreement Project Funding Request Project Proposal Signature Sheet Project Report Signature Sheet

Mentor/Student Separation Application for Deferred Completion Project Evaluation Peer Evaluation Rubric for Oral Presentation Rubric for Capstone Project Proposal Rubric for Capstone Project Report

PAUL SMITH’S COLLEGE CAPSTONE PROJECT General Information Introduction The Capstone Project is designed to be a culminating endeavor based upon the student’s course work, reading, interests and experience. Through the application of principles, theories and methods learned, students analyze, synthesize and evaluate information. The Capstone Project provides a representative sample of a student’s work that may be used to assess student learning. Individually, or in small groups, students will work independently on their projects under the supervision of a mentor, who will also participate in the project evaluation. During their junior year, students will take a Capstone Planning seminar which will provide the foundation for their work on the Capstone Projects, and lead to the development of their Capstone Project proposals. As seniors, students will carry out and complete their Capstone Projects, which include a written report and an oral presentation. A Capstone Coordinator oversees the Capstone courses, and a process has been established to guide students through their Capstone Projects. This process includes a time line for completion of various parts of the project, a system for monitoring progress on the project, and standardized formats that must be followed for both written and oral components of the project. The Courses The Capstone Planning Seminar 312 is a one credit course which meets one hour a week. A variety of topics will be presented which are integral to the development of a Capstone Project plan, and important aspects necessary for the successful completion of the Capstone Project will be reviewed. Students are also encouraged to pursue additional opportunities outside of class to expand their knowledge in those topic areas appropriate to their Capstone Project. Various workshops, lectures and other activities may be available. During the course, students will determine their topic, complete a Capstone Project Proposal, and select a mentor who will serve as the student’s supervisor for the project. Students will be encouraged to initiate the use of a Capstone Project journal. If students are working on a group project, they will also be required to establish a contract or agreement that identifies each student’s responsibilities and review the peer evaluation process that will be used to assess each individual’s contribution to the project. The Capstone Project 432 is a three credit, independent project. Projects are facilitated by required weekly meetings with other students and the Capstone Project course instructor. Students may work individually, or in small groups, to complete the project designed and developed during the Capstone Planning Seminar. A Capstone Project time line will be established by the Capstone Coordinator and course instructors. Incorporating these guidelines, students and their mentors will develop a more detailed time-line for the 2

project which is signed and submitted to the Capstone Coordinator and instructor within the first three weeks of the semester. During the time students...

Citations: Baldwin, C. M., Bevan, C., & Beshalske, A. (2000). At-risk minority populations in a church-based clinic: Communicating basic needs. Journal of Multicultural Nursing & Health, 6(2), 26-28.
Yawn, B. P., Algatt-Bergstrom, P. J., Yawn, R. A., Wollan, P., Greco, M., Gleason, M., et al. (2000). An in-school CD-ROM asthma education program. Journal of School Health, 70, 153-159.
Knowles, E.S. (1999). Distance matters more than you think! An artifact clouds interpretation of Latane, Liu, Nowak, Bonevento, and Zheng 's results [electronic version]. Personality and Social Psychology Bulletin, 25, 1045-1048.
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Capstone Project Essay
  • capstone Essay
  • capstone Essay
  • Essay on Capstone Handbook
  • capstone Essay
  • Essay on CAPSTONE PROJECT
  • Capstone Project Essay
  • Essay on Capstone Project

Become a StudyMode Member

Sign Up - It's Free
Red Storm 211 - Chapter 211 Dec 08, 2016 | Business | Chap 33 2016-09-15 20:21:25