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Designing effective capstone experiences and projects for entry-level doctoral students in occupational therapy: One program’s approaches and lessons learned

Entry-level doctoral occupational therapy programs require students to complete a capstone experience and project that supports advanced skills through an in-depth learning experience with a student-selected mentor. Strong curriculum design and mentorship are vital aspects of successful capstone experiences and projects. Through the application of these key components, students are supported, in collaboration with mentors, to achieve mutually beneficial projects allowing advancement of the profession through dissemination of capstone work.

The first entry-level occupational therapy doctoral (OTD) program in the US was accredited in 1998 ( American Occupational Therapy Association [AOTA], 2014 ), and the initial entry-level OTD education accreditation standards were set forth by the American Council for Occupational Therapy Education (ACOTE) in 2006. The doctoral section of the ACOTE standards were subsequently updated in 2011 and 2018 ( ACOTE, 2018 ; AOTA, 2011 ). In 2015, there were six accredited entry-level OTD programs in the US; currently, approximately 170 entry-level OTD programs are either fully accredited, in the application process for accreditation, or in the development phase of accreditation ( AOTA, 2019 ). A steady increase of new OTD programs emerging has resulted in major changes to the accreditation standards that outline the uniqueness of the doctoral degree compared with the master’s degree.

One pivotal and consistent component of the doctoral standards is the requirement for students to complete an advanced competency experience at the end of the curriculum. The most recent ACOTE standards, to be implemented in the summer of 2020, changed the name from the previously entitled “doctoral experiential component” to the “capstone experience and project” ( ACOTE, 2018 , p. 38). Capstone components in entry-level OTD curricula support previous literature, both inside and outside of the profession, that asserts that graduates from these programs must engage in experiences and projects that demonstrate synthesis and application of knowledge gained through the curriculum ( ACOTE, 2018 ; Campbell, 2011 ). In addition, the literature reflects the view that doctoral students should participate in professional scholarly endeavors ( ACOTE, 2018 ; Jirikowic et al., 2015 ). The OTD capstone is an essential component of entry-level OTD programs that prepare graduates to accept responsibility and professional autonomy in assuming leadership roles in the health care delivery system ( AOTA, 2013 ). According to ACOTE standards, the capstone should not be designed as a third fieldwork; rather, it should provide students with an in-depth experience in one or more of eight identified focus areas: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, and theory development ( ACOTE, 2018 ). Further, compared with the previous ACOTE standards, the newest standards provide more detail on the requirements for students, educational programs, and capstone mentors.

The entry-level OTD capstone is divided into a 14-week capstone experience and project (herein called capstone), which ACOTE requires to be aligned with each program’s vision, mission, and curricular design ( ACOTE, 2018 ). During the capstone, students are mentored by an individual with expertise in the student’s area of interest, and students complete an individual capstone project that demonstrates synthesis of advanced knowledge as well as application of gained knowledge ( ACOTE, 2018 ). Through capstone experiences and projects, occupational therapy (OT) students are afforded significant opportunities to enhance knowledge, skills, and motivation by engaging in emerging practice areas, primary care, interprofessional teams, and specialty practice areas ( Olsen et al., 2010 ). Capstone experiences and projects are widely used as a component of teaching in graduate health profession programs and are often associated with higher levels of student learning because of the deeper approach that allows students to gain experience integrating ideas into real-world practice ( Campbell, 2011 ). Clinical doctoral programs, many of which include capstone projects, have become the new educational standard among most health professions ( Brownell & Swaner, 2009 ; Campbell, 2011 ). An entry-level schema for clinical doctorates is a precedent that has been established by a variety of health-related professions, including OT.

Both the increasing number of entry-level OTD programs in the US and demands to recruit and support new capstone opportunities have created a need to describe the capstone curricula and educational methods of existing programs as potential models for other programs. Having gained experience and addressed key challenges in designing and implementing OTD capstone curricula, the authors are motivated to share the program’s model and lessons learned with peers in academic and nonacademic OT settings. This paper will describe the curriculum design of this institution’s capstone program as well as the processes of academic preparation, the roles and responsibilities of capstone partners, the mentor selection processes, approaches to capstone evaluation and outcomes, and lessons learned. The intent of this article is to support academic colleagues in informing the development and implementation of effective new capstone programs for OTD students

Key ACOTE Standards Related to Capstone

ACOTE is an associated advisory council of the executive board of AOTA and is the recognized accrediting agency for OT education. Academic resources outlined in the A.2.0 ACOTE (2018) standards address the roles, qualifications, general responsibilities, and release-time expectations of the capstone coordinator (CC). Capstone definitions and requirements are addressed in the eight D standards ( ACOTE, 2018 ). These capstone-specific standards address the design of the doctoral capstone and its reflection of the curriculum design, preparation for capstone, contractual agreements, duration of the capstone experience, mentor requirements, mechanism of evaluation, and doctoral project stipulations ( ACOTE, 2018 ). In the following sections, key ACOTE standards are summarized for capstone experiences and projects, demonstrating approaches to achieving these standards most effectively.

Doctoral Program Overview

This university’s OT program is 33 months in length and comprises 2 years of didactic coursework. It includes three Level I fieldwork rotations, 6 months of Level II fieldwork, and a 14-week capstone that occurs in the final semester. When the inaugural cohort of students were enrolled, six other accredited entry-level OTD programs existed nationwide, with numerous others in varying stages of accreditation. With limited numbers of similar programs as guiding models, the faculty created a capstone curriculum through alignment with the program’s vision, mission, and targeted educational outcomes for students. Curriculum development was guided by the ACOTE standards, with the faculty actively seeking advice through extensive faculty discussions and networking with other OTD programs. To date, this program has four cohorts of capstone students totaling 131 students and capstone projects. This OTD program follows the practice-scholar model as a prominent thread in the curriculum. The design of this model is to support students in developing professional skills and abilities to be lifelong learners and effective consumers of evidence, students who are evidence-informed and evidence-based practitioners and who have a drive for research design and innovation ( Crist et al., 2005 ). Regarding the curriculum and the OTD capstone, significant time and effort is spent building and following the practice-scholar model tenants in an already densely packed curriculum. This approach presents unique challenges because priority is placed on service learning where the allotment of resources is in areas outside of minimum curricular requirements, including numerous experiences in community engagement and project-based learning; thus, there is a risk of not emphasizing foundational knowledge and skills. To address these and other challenges in the capstone process, the program incorporates several distinguishing features in the following areas: capstone curriculum; role delineation for the faculty, CC, mentor, and student; dissemination; and the themes and characteristics of the mentors’ and students’ projects.

Capstone Curriculum

The OT students take three designated courses related to capstone: (a) Doctoral Capstone Planning, (b) Doctoral Capstone, and (c) Practice-Scholar Culmination. Jirikowic et al. (2015) and DeIuliis and Bednarski (2019) outline a similar structure for capstone development centered around four stages: idea development, planning, implementation, and dissemination. Although the first capstonerelated course (idea development and planning) begins in the fifth semester, or spring of the students’ second year, students are encouraged to develop and document ideas of interest from the start of the program. A successful strategy that students have employed for collecting ideas is creating a shared online document to store topics and capstone project ideas gleaned from interactions with guest lecturers, community partners, and faculty. This early and student-directed collection of capstone ideas from the start of the program allows students to generate ideas to cultivate by the time the capstone planning class occurs. The second and third capstone-related courses (implementation and dissemination) occur during the sixth and final semester of the program ( DeIuliis & Bednarski, 2019 ). The following section includes examples of assignments and activities that have been successful in the planning, preparation, implementation, and dissemination phases for our OTD students.

Doctoral Capstone Planning

During the initial capstone class, students engage in a 15-week capstone planning course that consists of traditional lecture, in-class and online discussions, self-study, and guest panel presentations. This course supports students in designing individualized capstone level plans, with faculty direction to guide the development and implementation of the 14-week doctoral capstone. The student’s plan will reflect the desired outcomes from the doctoral capstone, which are to acquire practice-scholar competencies reflecting the degree program’s sequence and scope of content in the curriculum design. The goals of the capstone planning course include identifying interest areas, topics, and mentors, as well as finalizing a draft of the capstone plan. Because the initial capstone plans are created a year in advance, much can change for a mentor and mentor site. Thus, capstone plans need to be fluid, working documents that allow for changes to meet the evolving needs of the students, mentors, and sites. The high value coursework included in the capstone planning class, above and beyond the ACOTE requirement of needs assessment and literature review, is described as follows:

• Students explore capstone ideas and supporting evidence in an online discussion board. The final capstone idea is derived from this initial discussion board work.
• Students create individualized marketing materials to send to potential mentors. Materials include a flyer that defines capstone, details student ideas, and clearly identifies mentor roles.
• Students are encouraged to be creative in capstone flyer design while also adhering to health care literacy standards and accessibility standards.
• Using the content from the flyer, students work in small groups to hone a capstone elevator speech for mentors.
• Students engage in peer-to-peer teaching via feedback assignments through online discussion boards. Students upload marketing materials and provide one another with constructive feedback.
• Current capstone experience students in the community return to campus to present capstone projects to the planning class. Students are required to include information regarding the journey of planning, mentor selection, collaboration process with mentors, and the challenges and successes experienced. Students who complete capstones farther from campus are asked to submit video summaries to the online learning system detailing capstones work.
• Examples of exemplar capstone projects are shared with the students to support developing capstone ideas and selecting of mentors.

An ACOTE requirement is that students must complete a literature review and needs assessment before the capstone experience. One of the fundamental challenges is that students have not yet completed longer clinical rotations and do not have the context for application to practice for a robust needs assessment. Another challenge is that students may not identify a mentor during the planning class and need to complete these two requirements while on fieldwork where the focus is on developing entrylevel practice skills. While students become proficient in literature reviews during the program, most do not have enough relevant experience to envision focus areas and application in practice. To meet these challenges, content in the capstone planning class was designed to support students in fulfilling these requirements so that they are not doing this activity while on fieldwork. Students must identify a topic of interest; a search strategy inclusive of search engines, search terms, and article yields; and a summary of topic-focused articles that can be shared with potential mentors. Students complete a needs assessment via a strengths, weaknesses, opportunities, and threats (SWOT) analysis based on the literature or in collaboration with a mentor (if identified early in the planning class) ( Rizzo & Kim, 2005 ).

Another component in the class is the development of a student’s capstone plan. This consists of eight parts: (a) mentor information, (b) capstone overview relating the plan to AOTA’s Vision 2025 and to the program’s overall mission and goals, (c) focus areas identified (d) mentor name and qualification information, (e) learning objectives (based on focus area), (f) proposed learning activities, (g) proposed evidence or deliverables of the project (what is being provided to the mentor/site), and (h) the project timeline ( AOTA, 2017 ). In this capstone plan are weekly activity tracking forms, program created midterm evaluation forms (narrative), and the program created final capstone evaluation form, all of which are requirements in the D standards of ACOTE (2018) .

Doctoral Capstone

The students complete the capstone during the final semester of the program in one or more of the eight identified focus areas per ACOTE. Several programs elect to embed the capstone project throughout their curriculum; often, faculty serve as the mentors for the project, and students identify a mentor to implement projects during the experience portion. In contrast to students in other entry-level OTD capstone programs, the students in this program complete projects and experiences in the same semester with identified mentors in the community ( DeIuliis & Bednarski, 2019 ). This approach supports the collaboration between community-based mentors and students to ensure that sustainable and site or practice-related projects are created. During the implementation phase, students remain engaged with the faculty and peers through online discussion posts during Weeks 2, 7, and 12. These serve as check-ins on progress and completed work. Also, the program has designed its own internal evaluation form embedded in a student’s capstone plan. Key components of evaluations include progress toward learning activities, projects, remaining work, sustainability of projects, mentor-perceived value of projects, and narrative summaries from both students and mentors. Evaluations of capstone are completed at midterm (Week 7) with the CC and the final (Week 14) with the student and mentor.

Students and mentors complete a midterm evaluation at Week 7. Students provide a summary of progress toward individualized objectives and projects and summarize completed activities and plans for the remaining seven weeks. Further, mentors can provide feedback and complete an evaluation to date at this time. The capstone plan has the embedded evaluative measure that allows mentors to indicate whether projects are achieved, in progress, or discontinued; in addition, the evaluation includes the mentors’ comments on the overall practicality and sustainability of projects. This midterm evaluation is uploaded to the online learning platform for the CC to review. The students and mentors also complete a midterm phone call and/or site visit.

During Week 14, students and mentors complete the final evaluation of the capstone. Specifically, students describe progress toward proposed learning activities and evidence and project deliverables. Mentors provide feedback regarding individual learning objectives and activities and evaluate whether the objectives were achieved, if evidence of a deliverable was provided, if the project or deliverable is sustainable, if the project is valuable to the setting, and if students have identified future projects and overall mentor feedback.

Practice-Scholar Culmination

Dissemination is achieved through the third capstone-related class and is driven by the practice-scholar model to allow for a demonstration of synthesis of skills learned throughout the program, wrapping up three exemplary components: capstone presentations and artifacts, practice-scholar apprentice presentations, and professional development presentations. Final evaluation of the capstone is completed by the CC during this dissemination phase and feedback is given through the designed rubrics.

Through this feature of the class, the practice-scholar model epitomizes the goal of cultivating highly respected OT practitioners who are also scholars with the ability and interest to establish knowledge translation and practice-based evidence projects, support research initiatives, and who can translate observed changes from interventions into outcome studies. A practice-scholar is not only a consumer of evidence but creates evidence in context. This class, occurring in the final semester, is a blend of online and on-campus assignments and activities. The online assignments include:

• resume writing and marketing self as a future occupational therapy practitioner, and
• professional development presentation preparation, in which students work in small groups to create a conference-style presentation with active learning components to be provided on campus to peers and community practitioners.

The final week of the semester the students are on campus to complete the following activities:

• provide an evaluation and reflection to the program related to the didactic portion of the curriculum, fieldwork rotations, and capstone experience;
• engage in several opportunities to practice and collaborate with peers, faculty, and mentors to finalize culminating presentations for a half day symposium;
• prepare for future employment: Students attend several training sessions that focus on the application process for the national certification examination and state licensure, in addition to understanding employment options and interviewing techniques;
• present during the final day to a symposium capstone presentations, professional development presentations, and practice-scholar projects to peers, faculty, university leadership, and community practitioners;
• present in a “Floor us in 4 Minutes” model, which allows the student to clearly and succulently summarize capstone work. This innovative approach to dissemination is designed to improve students’ communication skills as well as the capacity to present research, scholarship, and/or creative works effectively;
• present a 50-min small group professional development presentation composed of students with like interests. The team creates a conference-style presentation that focuses on a topic that was learned in the program and/or fieldwork. Each team is required to create a presentation that includes learning objectives, the evidence to support the material presented, and an active learning strategy for the attendees; and
• present an outcome of the research that was accomplished in the practice-scholar team. Outcomes may include a manuscript, poster presentation, or program developed.

Roles of Faculty, Capstone Coordinators, Students, and Mentors

Faculty members, other than the CC, may support the capstone experience in several ways. A student may select a faculty member to be the capstone mentor if doing so aligns with the student’s learning outcomes; however, our faculty serve as designated capstone mentors only in limited instances. One reason is that this role poses challenges to faculty if workload is not allocated to support the mentoring work. To address this issue, faculty who choose to serve as designated capstone mentors fold the mentoring time and work into scholarship or research allocated time. To date, there have been three faculty members who have served as capstone mentors and, when serving as a mentor, are required to complete all of the mentor roles and responsibilities as outlined in the program’s MOU. More frequently, when a faculty member’s area of expertise aligns with a student’s interest area, the faculty member will provide guidance on capstone ideas, identify potential mentors, assist in making mentor selection, and help the student develop the capstone plan.

Academic Fieldwork Coordinator (AFWC)

The AFWC works closely with the CC on similar tasks, but these are two distinct roles in the department ( DeIuliis & Bednarski, 2019 ). Effective collaboration between the AFWC and the CC is crucial in identifying potential capstone sites and mentors, managing contracts, and ensuring that sitespecific requirements are known to both the AFWC and the CC.

Capstone Coordinator (CC)

The CC in the program is a full-time, 12-month, core faculty member who oversees and supports the capstone portion of the program to ensure compliance with ACOTE D standards ( ACOTE, 2018 ). Broadly, the minimum responsibilities of the coordinator are to provide a framework for students to develop, plan, implement, and disseminate capstone work ( DeIuliis & Bednarski, 2019 ; Jirikowic et al., 2015 ). A major challenge facing programs is how to structure the CC position to meet the needs of mentors and students, as well as faculty expectations. To that end, the CC has other responsibilities in the department, college, and university, including teaching non-capstone courses, providing service, and engaging in research. In contrast to other OTD program models, in which faculty serve as mentors or there are capstone committees, the program’s CC is solely responsible for oversight of each aspect of the capstone ( DeIuliis & Bednarski, 2019 ). The coordinator and students select and work collaboratively with mentors from the community to implement the capstone. The results of this intentional approach are a clear communication path for capstone contact for students, a primary point of contact for mentors, and a single point of contact to manage contracts, the memorandum of understanding (MOU), and capstone plans.

Capstone is a student-driven process in which the onus falls on the student to create an idea, search the literature, complete a needs assessment, and identify a mentor. Students struggle at times to convey capstone interests beyond general themes, such as an interest in stroke rehabilitation, and to understand how project-based work unfolds in a real-world setting. When students lack clarity, it is difficult for mentors to understand how to best support a capstone student. Assignments in the planning class, such as refining a student’s capstone idea in a capstone elevator speech, address this issue directly. At a minimum, students are required to complete the following activities:

• develop a personal definition and explanation of capstone for potential mentors;
• complete a capstone plan, which includes a plan for supervision and culminating project identification;
• develop an objective evaluative measure of achievement for capstone; and
• develop a timetable for capstone with week-by-week objectives.

At a minimum, students are responsible for the achieving the following objectives and milestones:

• success of the culminating project,
• meeting with the mentor on a routine basis to assess progress toward the capstone plan and culminating project,
• contacting the CC about concerns regarding progress that the mentor is not able to address,
• meeting with the CC and mentor to complete a midterm visit and program developed evaluation, and
• meeting with the mentor to complete final program developed evaluation of the capstone and culminating project.

Capstone Mentor

A mentor is defined by ACOTE (2018) as an individual with expertise consistent with the student’s area of focus. Mentoring is further defined as “the relationship between two people in which one person (the mentor) is dedicated to the personal and professional growth of the other (the mentee). A mentor has more experience and knowledge than the mentee” ( ACOTE, 2018 , p. 51). The mentor does not have to be an occupational therapist. The mentor identification and selection process begins in the fifth semester of the program during the capstone planning class. As illustrated in Figure 1 , there are nine identifiable steps in the program’s mentor selection process, several of which are imbedded as planning class assignments. Mentors appear to best serve students when there is a clear understanding of the differences between a Level II fieldwork rotation and the capstone experience. In addition, capstone mentors are most effective when the differences between mentoring and supervision are well understood. Most capstones are a blend of supervision and mentoring, and collaborations are successful when mentors and students clearly define expectations. Capstone mentors are responsible for the following activities, deliverables, and milestones:

• providing the CC with a resume, curriculum vitae, or bio sketch that provides evidence of the mentor’s expertise consistent with the student’s area of interest;
• reviewing and signing the MOU before the capstone begins;
• providing feedback on and final approval of the capstone plan;
• providing the student with the mentorship and resources required to fulfill the capstone responsibilities and achieve the highest educational goals;
• reaching out to the CC with any concerns or questions that cannot be resolved with the capstone student; and
• coming to an agreement with the student and the program as to proprietorship and/or authorship for capstone projects.

Flow Chart of Mentor Selection Process

The Capstone Component

To date, in four cohorts, 131 students in the OTD program have successfully completed capstones with 127 mentors, with two mentors having taken multiple students. Core to the program is the mission to serve the state population and support its workforce for OT. While students are required to complete Level I and Level II fieldwork rotations in the state, with a few exceptions, capstone can be completed outside the state or internationally. In keeping with the mission, many students are selecting capstone sites and mentors in the state (see Figure 3 ). In the inaugural cohort, 13 of the 23 (56%) mentor sites were cultivated from existing fieldwork contracts and relationships. In subsequent cohorts, 38 (29%) mentors have returned to mentor another student on new projects (see Figure 2 ). To date, 93 out of 127 (73%) were first-time mentors for the program’s capstone students (see Figure 3 ).

4-year Mentor Demographics

4-year Capstone Locations Summary

Nearly all of this program’s students (96%) select two or more focus areas for capstone projects, and 20% of students select at least four focus areas (see Figure 4 ). The most selected focus areas are clinical practice skills and program development. There appears to be emerging focus trends in capstone, with the most apparent surrounding clinical skill development and program development. Students are frequently drawn to clinicians who practice in specialty areas or are recognized for advanced level of practice, so it makes sense that clinical skill development would be a focus for students. Students most frequently collaborate with mentors on program development projects, with none choosing theory development to date (see Figure 4 ). This theme indicates that students and mentors are, in fact, collaborating on projects that meet a site need or clinical practice initiative.

Selected Capstone Focus Area Outcomes

Students typically take one of three paths toward mentor selection (see Figure 5 ). First, the mentor-focused path involves selecting the mentor based on shared interest or expertise. This approach can be student-driven but also offers the chance that mentors already have projects for students to join, so students do not necessarily generate the ideas. Second, the idea/project-focused path involves an outof-the-box or emerging practice area, perhaps something that students may or may not have a chance to do in the future. This is the most student-driven approach, as students approach potential mentors with ideas already in formation. Third, the location-focused path involves selecting the location site where students plan to live and work and then finding a mentor. This path narrows the students’ scope in terms of finding both a mentor and site open to taking a capstone student. This is emerging as the least studentdriven pathway, tending to be more mentor-directed in terms of project availability and clinical practice exposures.

Capstone Selection Pathways

Lessons Learned

Communication.

The capstone was initially entitled residency when the program first started to distinguish it from fieldwork and set it apart from other student experiences. However, this term has different meanings in medical models and health care settings, and in some cases, the term residency was prohibited because it is designated for medical students. After faculty discussion and feedback from community stakeholders and students, the department changed the name to doctoral experiential component (DEC) to align with the 2011 ACOTE standard terminology. In accordance with the most recent 2018 ACOTE standards, the term capstone is now used to ensure the experience and project are consistently represented in the profession. This term more closely aligns with the project nature of the clinical doctorate outcomes. The multiple name changes have been a barrier for the CC to overcome, as clarification is needed to update mentors and students on the overarching goals of capstone.

Close communication with the AFWC is essential to build mentors and sites for capstone. The AFWC is key in providing sites and potential mentors with site-specific examples of capstone opportunities. This is accomplished during all Level II fieldwork rotations, during which the AFWC completes 90% of midterm evaluations in person. Based on experiences over the past 4 years, it seems non-occupational therapy mentors and occupational therapists in nontraditional roles readily engage in mentoring capstone students more so than traditional occupational therapists. Examples of nonoccupational therapy mentors to date are child life specialist, director of pediatric hospice program, primary school teacher, recreation therapists, life coach, yoga instructor, volunteer program coordinator of non-profit organization, and director for youth foster congregate care homes. At times, it has been easier to recruit non-occupational therapists because these mentors do not necessarily have the constraints of productivity and clinical practice responsibilities, and there is not a need to differentiate between a capstone and fieldwork student.

The department chair, faculty, CC, and AFWC all work to communicate a single message and theme of capstone when collaborating or communicating with the program’s numerous stakeholders. Capstone mentors and project ideas can and do come from these relationships. For example, during an OT state association lunch, an occupational therapist identified a need to collect and analyze data on the evaluation process and discharge recommendation practice habits of the staff. The CC helped define the project question and research questions and connected a capstone student for the project. This resulted in policy and program changes in the mentor’s practice setting and created elevation of practice in discharge planning. Collaborating with existing mentors to get the word out on capstone has been well received at AOTA and state conferences. As a bonus, not only does this provide mentors to engage in scholarship through presentations, potential mentors hear from mentors who have been through the process and can relate best how capstone translates in clinical practice.

Social media platforms are an effective way to share capstone stories and projects. Students, mentors, and projects are routinely showcased on the program’s numerous social media platforms. Students create the narrative to be shared, which benefits the university, OT program, and mentors.

Each year, there is a period of developing and evolving expectations with each new cohort of OTD students and mentors ( Hansen et al., 2007 ). New mentors and students require time to explore capstone projects and collaborations to determine if capstone is a good fit for the mentor and student. Most capstones are a blend of supervision and mentoring, and collaborations are successful when mentors and students clearly define expectations, allocate time for clinical skills and projects, and discuss communication styles.

There currently are few resources available for academic programs and mentors to guide capstone curricular development or clinical site capstone programs. Mentors seeking this information have access to fieldwork resources and rely on adapting them to meet the needs of capstone students in the practice setting. Feedback from mentors and students indicates that the structure of a consistent capstone plan is preferred rather than every capstone plan being in a different format. Uniformity has helped with familiarizing mentors to the program and supports branding and expectations of student projects.

Mentor Preparation

A challenge facing students and programs is that people who excel in professional fields are not always master educators or mentors, and mentoring involves a complex and dynamic exchange between mentors and mentees ( Smith, 2007 ). However, capstone mentors, when knowledgeable about the expectations and components of capstone, can further personal professional development and achieve a higher level of mastery ( Stoffel et al., 2014 ). Mentor sites, when familiar with the expectations and potential for program development, may bolster recruitment and retention of staff and highlight new programs by engaging in capstone mentoring partnerships with students and academic programs. Occupational therapists are familiar with fieldwork because all occupational therapists go through the process. There is a plethora of fieldwork literature, frameworks, and supports for fieldwork educators to follow. There currently are few frameworks and resources for OT capstone mentors outside of academia. CCs need to provide capstone mentors with resources and education regarding the capstone for mentors to feel more confident in their responsibilities and understanding of the differences between fieldwork and capstone requirements.

The capstone experience is an important and vital element of entry-level OTD programs. It is an individualized component of entry-level OTD education to produce a culminating project ( Case-Smith et al., 2014 ). In this student-informed process, the onus is on students and mentors to develop programs and envision how projects are springboards for future practice, such as research, quality improvement projects, and staff development ( Fortune et al., 2012 ). AOTA’s Vision 2025 charges occupational therapists to increase capacity and collaboration ( AOTA, 2017 ). OT mentors can meet Vision 2025 by engaging in mentor partnerships with capstone students. Through curriculum design, academia can promote capstone partnerships with occupational therapists and non-occupational therapist mentors that offer the opportunity not only to engage in scholarship, but also to advance programs that are of importance to the student, mentor, community, and or facility. The future holds exciting opportunities among established and developing OTD programs to share structural elements of capstone curriculum and program outcomes, to clarify language used for descriptions, and to better engage mentors in capstone collaborations.

Acknowledgements:

Technical editing was provided by Laurence Green and supported, in part, by NIH/NIMHD RCMI U54MD012388 (Baldwin/Stearns-MPI). Special thanks to our Founding Chair Patricia Crist, PhD, OTR, PC, FAOTA, for her direction and support in the development of the program.

Conflicts of Interest: None

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How to Do a Capstone Project: A Step-by-Step Approach

Starting your capstone project is a major milestone in your academic journey. This guide breaks down the process into clear, actionable steps, ensuring you have the confidence and tools to succeed at every stage.

From selecting a suitable topic to presenting and defending your project, this article covers everything you need to know to make your capstone project a rewarding experience.

Key Takeaways

• Understand the multifaceted nature and purpose of a capstone project within an academic curriculum and its real-world applications.
• Choose a topic that aligns with your interests, is feasible to research, and supports your career goals.
• Conduct a thorough literature review to gather relevant sources, analyze existing research, and identify gaps that your project can address.
• Design a robust research methodology, considering ethical aspects and appropriate data collection techniques.
• Effectively present and defend your capstone project by structuring your final report, preparing for the defense, and responding to feedback.

Understanding the Purpose of a Capstone Project

A capstone project is a culmination of your academic journey , designed to assess the cumulative knowledge and skills you have gained. It is an integral part of academics , often requiring an interdisciplinary approach to solve a problem or contribute to your field. This project not only tests your competencies but also prepares you for real-world challenges, making you a well-rounded graduate ready for the workforce.

Selecting a Suitable Topic

Selecting the perfect topic for your capstone project is a critical step toward academic success and aligning with your future career goals. Your chosen topic should align with your academic objectives and future career aspirations. The nature of an appropriate project topic is that it will contribute to academic growth while preparing you for challenges in the respective field.

Conducting a Comprehensive Literature Review

Conducting a thorough literature review is essential to building a strong foundation for your capstone project. It involves a systematic examination of existing research to build a foundation for your study. Invest time in writing a compelling literature review as it is supposed to pinpoint gaps or unanswered questions and hypotheses.

Designing the Research Methodology

When designing your research methodology, it is crucial to choose methods that align with your research question and objectives. Selecting the appropriate methods ensures that your data collection and analysis will be effective and relevant to your study. Consider the ethical implications of your chosen methods, ensuring that your research adheres to ethical standards and guidelines. Data collection techniques should be meticulously planned to gather accurate and comprehensive data. This involves deciding on the tools and procedures that will best capture the information you need.

Executing the Project Plan

Time management strategies.

Effective time management is crucial for the successful execution of your capstone project. Create a schedule that outlines all the tasks you need to complete, along with their deadlines. This will help you stay organized and ensure that you allocate sufficient time for each phase of the project. Utilize tools like Gantt charts or project management software to keep track of your progress and make adjustments as needed.

Collaborative Work

Collaboration can significantly enhance the quality of your capstone project. Engage with your peers, advisors, and other stakeholders to gather diverse perspectives and insights. Establish clear communication channels and set regular meetings to discuss progress and address any issues that arise. Remember, effective collaboration requires mutual respect and a willingness to compromise.

Monitoring Progress

Regularly monitoring your progress is essential to ensure that you stay on track. Set specific milestones and key performance indicators (KPIs) to measure your achievements. This will help you identify any deviations from your plan early on and take corrective actions. Additionally, keep a detailed record of your activities and outcomes to facilitate the final reporting and evaluation process.

Presenting and Defending Your Capstone Project

Presenting and defending your capstone project is a critical phase that showcases your hard work and understanding of the subject. Structuring the final report is essential to ensure clarity and coherence. Your report should include a title page, abstract, table of contents, introduction, methodology, results, discussion, conclusion, and references. Each section must be meticulously crafted to reflect your research journey and findings.

Preparing for the defense involves anticipating questions and practicing your presentation multiple times. You should be able to explain your project's objectives, methodology, and outcomes confidently. Additionally, consider presenting at student conferences to share vital data and evidence, which can help you gain feedback and improve your defense.

Responding to feedback is a crucial skill during your defense. Listen carefully to the questions and comments from your panel, and respond thoughtfully. This not only demonstrates your deep understanding of the project but also your ability to engage in academic discourse. Remember, the defense is not just about defending your work but also about showcasing your ability to think critically and adapt to new insights.

Reflecting on the Capstone Experience

Assessing personal growth.

Reflect on your college journey, apply lessons from thesis, prepare for future endeavors. Personal growth, self-awareness, and professional success emphasized.

Lessons Learned

Reflecting on your capstone project allows you to identify the key lessons learned throughout the process. This reflection can help you understand what strategies worked well and what could be improved in future projects. Embrace these insights as they are invaluable for your academic and professional development.

Future Implications

Consider the future implications of your capstone project. How can the skills and knowledge you gained be applied in your career? Reflect on how this experience has prepared you for future challenges and opportunities. This reflection will help you to better navigate your professional path and achieve long-term success.

Reflecting on the Capstone Experience, it's clear that the journey is filled with challenges and triumphs. If you're a student feeling overwhelmed by your thesis, our step-by-step Thesis Action Plan is here to help. With proven methodologies and strategies, we guide you through every step, ensuring you overcome obstacles and achieve success. Don't let anxiety hold you back—visit our website to claim your special offer now and start your journey to a stress-free thesis experience.

In conclusion, undertaking a capstone project is a significant academic endeavor that requires meticulous planning, dedication, and a systematic approach. By following the step-by-step guidelines outlined in this article, students can navigate the complexities of their capstone projects with greater confidence and clarity. From selecting a compelling topic to conducting thorough research and presenting a well-structured final report, each phase of the process is crucial for achieving academic success. Remember, the journey of completing a capstone project not only enhances your research and analytical skills but also prepares you for future professional challenges. Embrace the process, seek guidance when needed, and strive for excellence in every step of your capstone project.

Frequently Asked Questions

What is a capstone project.

A capstone project is a multifaceted assignment that serves as a culminating academic and intellectual experience for students. It involves in-depth research, analysis, and the application of knowledge gained during your academic tenure.

How do I choose a suitable topic for my capstone project?

Choosing a suitable topic involves identifying areas of interest, evaluating the feasibility of the topic, and ensuring it aligns with your career goals. It's important to select a topic that is both engaging and manageable within the given timeframe.

What are the key components of a comprehensive literature review?

A comprehensive literature review involves gathering relevant sources, analyzing existing research, and identifying research gaps. This helps in understanding the current state of knowledge on your topic and shaping your research questions.

What research methods are appropriate for a capstone project?

The choice of research methods depends on your project goals and the nature of your research questions. Common methods include qualitative, quantitative, or mixed-method approaches. It's crucial to choose methods that are ethical and suitable for your data collection needs.

How can I effectively manage my time during the capstone project?

Effective time management strategies include creating a detailed project plan, setting realistic deadlines, prioritizing tasks, and regularly monitoring progress. Tools like project management software can also help in keeping track of milestones and deadlines.

What should I expect during the presentation and defense of my capstone project?

During the presentation and defense, you will need to structure your final report clearly, prepare to discuss your research findings, and respond to feedback from your committee or audience. Practice and preparation are key to a successful defense.

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Capstone projects/courses, in which students undertake a significant project under supervision, have been offered in many computing programs In this paper, we present our experience for the senior project course as offered by the BCIS program at Mount ...

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Analysing Learning Styles for Engineering Capstone Projects: 4MAT Analysis on Student Outcomes and Perceptions

Capstone projects are integrated into engineering curricula to combine various subjects and impart essential professional skills that may be difficult to teach solely through traditional lecture-based courses. These projects play a crucial role in preparing students for their future roles as professional engineers, thereby significantly impacting a university’s industry reputation and ranking. The challenge in engineering education lies in aligning the teaching approach of educators with the diverse learning styles of their students. This study aims to examine the impact of the learning style of the students measured by their watching-doing scores using the 4MAT tool, on the attainment of the benefits of the graduation project (GP). The Bayesian Belief Networks (BBN) approach was adopted in this study to analyse the data collected from 271 students enrolled in both GP1 and GP2 semesters in the engineering department of United Arab Emirates University. Results show that regardless of learning style, both watching and doing category students share similar perspectives on various aspects of the GP course, such as the optimal team performance ratio. However, when assessing the overall effectiveness of the GP programme, doing students exhibit a higher level of agreement than watching students. The study provides valuable insights to faculty members, helping them navigate the optimal balance between providing mentorship and fostering students’ independence during the different stages of their final-year design capstone projects. These findings underscore the importance of tailored educational strategies to accommodate diverse learning styles, contributing to more effective engineering education and better-prepared graduates. 

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What is a capstone project? And why is it important?

Stephanie Lukins

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• Introduction

It prepares you for the working world

It helps build your cv and help you stand out as a candidate , it offers valuable practical experience – something many graduates do not have, it hones on specific skills that are highly valued by employers.

Sponsored by York University

What is a capstone project?

The capstone project has become an integral part of the university degree curriculum. It can take many various forms, but its purpose remains the same. The capstone project is a unique opportunity to carry out independent group research in order to devise an innovative solution for a real-world problem. While a project of this scope and scale can be challenging, it can also be very rewarding.

The capstone project is usually the final assignment and plays a vital role in preparing students for the world of work thanks to its practical applications and ability to help hone students’ professional knowledge and skills.

At York University in Toronto, Canada, things are a little different. In 2019, the university revised the traditional capstone project and created C4: Cross-Campus Capstone Classroom . While it still possesses the fundamentals of the traditional capstone project, C4 is a new, year-long initiative that brings students together from various degree programmes to work in interdisciplinary teams with faculty and project partners on real-world challenges pitched by non-profit organisations, start-ups and businesses to create social impact.

TopUniversities spoke to Megan Tran and Javeria Mirza, two students at York University, to find out about their capstone project and why they feel it has played an important role in not just their academic development, but their professional development as well.

What is the purpose of a capstone project?

The capstone project is designed to consolidate final-year students’ learning with valuable hands-on experience to help develop them into well-prepared and well-rounded graduates.

Students work together in small groups to come up with innovative solutions for real-life problems, all while gaining valuable insights into the demands and responsibilities of the working world. This gives students a chance to bring their leadership and management skills alive and understand the consequences of their decisions in a ‘safe space’.

C4 gives students an insight into global affairs, international relations as well as social corporate responsibility and sustainability. 

Final-year bachelor’s in international studies student Megan and master’s in political science student Javeria were two of the eight interdisciplinary students, from the Faculty of Environmental Studies, the Lassonde School of Engineering, Glendon College, and the Faculty of Liberal Arts & Professional Studies at York University who worked together on the ‘Solar Floatie’ project.

“As a group, we were all interested in using technology and design-thinking for good. Our collective passion for social impact brought us together as a team. CooperLab at York University led by Professor Thomas Cooper was already spearheading the idea of an inflatable solar collector,” said Javeria.

“But how we went about developing the technology and what we wanted to use it for was up to us,” added Megan.

“ The Solar Floatie was born when the engineering side of the solar collector project was merged with the anthropology side and the United Nations Sustainable Development Goals (SDG) framework to propose a sustainable implementation model,” explained Javeria.

Undertaking a capstone project demonstrates to prospective employers that you’re more than just a potential candidate with the necessary academic qualifications. It shows your dedication to an issue which demands time and effort, as well as strict professionalism, work ethic and experience working in a practical, hands-on setting.

As a graduate, the reality of securing a job can be difficult as many roles demand practical experience. Many graduates are conceptually strong and suitable candidates, but a lack of applied knowledge in practical settings can make it challenging to demonstrate such experience and skills on their CV or in an interview.

The capstone project is a great solution and is something which both Megan and Javeria felt helped bridge that critical gap and has given them a competitive advantage as young professionals.

“It gave me an opportunity to learn outside a traditional academic setting and allowed me to explore my interest in sustainability and passion for social impact,” said Megan. “Since being a part of this project, I’ve been involved with a variety of organisations carrying out work that align with these passions.”

Javeria echoes Megan’s sentiments.

She said: “Bridging the lessons learnt during the capstone project such as the value of continuously learning, taking initiative, and working effectively with people from diverse disciplinary backgrounds has been invaluable in both my UN work and my graduate studies.”

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The capstone project encompasses a real-life working culture which aims to instil a set of specific skills that are both highly valued by employers and will ultimately serve students well into their careers.

York University’s C4 focuses on the development of a wide range of skills, including creative, critical, and strategic thinking, effective communication, teamwork, problem solving and research analysis through diverse learning approaches and perspectives. Students deepen their sense of social and ethical responsibilities as they learn to mobilise their knowledge across disciplines and work effectively in interdisciplinary teams while engaging professionally with their peers and professors.

Lead image: Solar Floatie project team members work on assembling the solar energy collector, under Professor Thomas Cooper’s direction. Credit: York University

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As the former Head of Sponsored Content for TopUniversities.com and TopMBA.com, Stephanie created and published a wide range of articles for universities and business schools across the world. She attended the University of Portsmouth where she earned a BA in English Language and an MA in Communication and Applied Linguistics.

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Capstone Projects for Nursing Programs

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Are you ready to earn your online nursing degree?

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

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

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

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

Choosing Your Nursing Capstone Topic

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

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

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

Completing Your Nursing Capstone

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

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

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

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

Presenting Your Nursing Capstone

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

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

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

How is a Nursing Capstone Graded?

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

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

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

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

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

Reviewed By:

Theresa Granger

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

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

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Improving evidence based practice in postgraduate nursing programs: A systematic review: Bridging the evidence practice gap (BRIDGE project)

Affiliations.

• 1 Faculty of Health, University of Technology Sydney, Building 10, Level 7, Rm 212, PO Box 123 Broadway, NSW 2007, Australia. Electronic address: [email protected].
• 2 Centre for Cardiovascular & Chronic Care, Faculty of Health, University of Technology Sydney, Australia. Electronic address: [email protected].
• 3 Centre for Cardiovascular & Chronic Care, Faculty of Health, University of Technology Sydney, Australia. Electronic address: [email protected].
• 4 Faculty of Health, University of Technology Sydney, Australia. Electronic address: [email protected].
• 5 Centre for Cardiovascular & Chronic Care, Faculty of Health, University of Technology Sydney, Australia. Electronic address: [email protected].
• 6 Oxford Institute for Nursing and Allied Health Research (OxINAHR), Oxford Brookes University; Oxford University Hospitals, Australia; University of New England, Armidale, NSW, Australia. Electronic address: [email protected].
• 7 Centre for Cardiovascular & Chronic Care, University of Technology Sydney, Australia. Electronic address: [email protected].
• PMID: 29407264
• DOI: 10.1016/j.nedt.2018.01.015

Background: The nursing profession has a significant evidence to practice gap in an increasingly complex and dynamic health care environment.

Objective(s): To evaluate effectiveness of teaching and learning strategies related to a capstone project within a Masters of Nursing program that encourage the development of evidence based practice capabilities.

Design: Systematic review that conforms to the PRISMA statement.

Sample: Master's Nursing programs that include elements of a capstone project within a university setting.

Data sources/review methods: MEDLINE, CINAHL, Cochrane Database of Systematic Reviews, ERIC and PsycInfo were used to search for RCT's or quasi experimental studies conducted between 1979 and 9 June 2017, published in a peer reviewed journal in English.

Results: Of 1592 studies, no RCT's specifically addressed the development of evidence based practice capabilities within the university teaching environment. Five quasi-experimental studies integrated blended learning, guided design processes, small group work, role play and structured debate into Masters of Nursing research courses. All five studies demonstrated some improvements in evidence based practice skills and/or research knowledge translation, with three out of five studies demonstrating significant improvements.

Conclusions: There is a paucity of empirical evidence supporting the best strategies to use in developing evidence based practice skills and/or research knowledge translation skills for Master's Nursing students. As a profession, nursing requires methodologically robust studies that are discipline specific to identify the best approaches for developing evidence-based practice skills and/or research knowledge translation skills within the university teaching environment. Provision of these strategies will enable the nursing profession to integrate the best empirical evidence into nursing practice.

Keywords: Curriculum; Evidence-based practice; Nursing; Review, systematic; Students; Teaching; Translational medical research.

Copyright © 2018. Published by Elsevier Ltd.

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Table of Contents

What is a capstone project, importance of capstone project, purpose of capstone project, types of capstone projects, components of a capstone paper, capstone project vs thesis paper, capstone project: your gateway to professionalism.

A Capstone Project is where academia meets real-world impact. Crucial to any certification course or college degree educational program, it can take multiple structures but offers the same purpose. According to the International Journal of Higher Education, over 85% of universities and colleges worldwide now incorporate capstone projects into their curriculum, recognizing their unparalleled ability to bridge the gap between theoretical learning and practical application.

This project gives students a unique chance to perform independent research to develop innovative solutions to real-world problems. The scale and degree of this project can be tested, and it is also exceptionally fulfilling. The capstone project was last year's activity and is an essential part of helping students prepare for the world of professionalism.

For those wondering what is capstone, it is the final assignment that is to be completed by the students in the final year of their academic program. This project needs multiple scholarly exercises. 

This project includes multiple varieties of structures, which means that it can be submitted in multiple forms, including a paper, execution, film, or multimedia presentation. This project is similar to any college thesis.

These projects are crafted to boost the students' critical thinking, oral communication, teamwork abilities, research, and problem-solving skills. In addition, this project helps students understand the process of connecting with local areas and identifying significant problems, issues, and ideas. Some tasks even include experiences outside of school, such as scientific observations and interviews.

Along with various other significant factors, a capstone project expands the austerity of academic studies during the final year.

• Capstone projects serve as a culmination of a student's academic journey. It requires them to draw upon knowledge and skills acquired throughout their studies. This integration of various disciplines provides a deeper understanding and appreciation of the interconnectedness of different subjects.
• A capstone project also increases students' individual inspiration. Its activities require creative work on fascinating themes, boosting students' inspiration.
• Through research, experimentation, and analysis, students develop essential problem-solving skills that employers across various industries highly seek.
• Capstone projects are an amazing approach to display learning capability. These kinds of projects help youngsters decide their preparation and capability to represent what they have learned from the project.

The major purposes behind incorporating capstone projects for the students include the following:

Overall Students Development

The meaning of capstone is a stone placed on the highest point of a structure to complete its construction. Hence, a capstone project refers to the advancement of students through their course. This project helps students improve their public speaking, teamwork, relational abilities, planning, and handling challenging problems. Students explore multiple ideas and implement their abilities while performing this project. It also helps students encounter learning techniques, such as intentions, research, etc.

Hones Skills that are Highly in Demand by Employers

The capstone project includes a disciplined, working society, planning to implement certain skills that are highly valued by employers and align well with the students' careers. While entering your career field or proceeding with how you study, how you implement and boost your skills is important. With each task, you polish your skills eventually. Moreover, you also develop better skills with the length and complexity of the assigned capstone project. Working on a capstone project includes selecting valid, relevant, and correct information, and these activities make it essential to boost your critical thinking skills. For instance, a capstone project helps you enhance your communication skills, which will be essential when you appear for an interview.

Provides Valuable Practical Experience

Grabbing your dream job as soon as possible can be challenging because several jobs need practical experience. This is why all capstone projects offer the students practical and theoretical experience. As employers are constantly searching for candidates who are well-versed in the practical application of the learned information, the capstone project proves extremely beneficial for the students' careers. 

Prepare Yourself For the Outside World

The capstone project is structured to consolidate the student's previous years of learning with appropriate practical experience to help them build themselves into well-learned graduates. Students combine into small groups to develop creative answers for reasonable issues, all while learning the crucial experiences required in the responsibilities and demands of the real world.

Stand Competitive in the Job Market and Build an Attractive CV

When you undertake a capstone project, you represent to employers that you’re passionate about building essential skills and fundamental academic qualifications. Your dedication level is displayed when you invest effort and time in boosting your skills, gaining practical work experience, and working hard for the project. Moreover, by completing a capstone project, you stand out from other candidates when applying for a job. 

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There are multiple capstone project examples. Each student is assigned a capstone project that best suits their skills and degree. Each project requires the students to implement the best process of doing things and to be creative. Every capstone project is highly research-intensive and requires students to present their skills and implement strategies that help them understand things better, along with developing critical and analytical skills.

Applied Research Capstone Project

In the applied research capstone projects, the students collaborate with international partners to conduct research that connects borders. This idea is to research subjects about the global context to explore things happening around the world. This project aims to bring solutions that can bring improvement to the world.

Creative Capstone Research Project

A creative capstone project is a project where students come up with excellent ideas to explore. The main motive behind this project is that students must be forced to think creatively and out of the box by making the best use of their critical thinking abilities. This project results in receiving useful insights from students in different fields, which improves the situation in regard to practical implications.

Action Research Capstone Project

In an action research capstone project, students promote continuous improvement and learning in a particular field. These projects are usually performed in education, psychology, medicine, and other fields. The main motive is to promote research and invent new methods through continuous research about new topics that may have crucial implications for the world.

Traditional Capstone Project

A traditional capstone project is like a regular capstone project in which students perform in-depth research in the field in which they are studying. The main goal is to conduct research that allows you to explore the things you are studying. Hence, selecting the right research question is important. You must select something that you have an interest in, and that will provide you with in-depth insights.

A capstone project is like any other project, with the primary goal of providing you with practice and experience in your particular field. It allows for a broader range of methodologies, potentially incorporating experiential learning, case studies, or simulations.

The main components of a capstone paper are as follows:

• Introduction
• Literature review
• Methodology
• Recommendations

Many people believe that a thesis paper and a capstone project are similar; however, they are not. The thesis focuses more on an exploration-based approach to evaluate the students' capacities. On the other hand, a capstone project evaluates the type and status of the student. One similarity between a thesis and a capstone project is that both need project execution, data collection, and outcome. In a thesis, students are required to add new learnings and thoughts. However, in a capstone project, students must collect data and provide outcomes regarding their benefit or as per their formal education.

Undertaking a capstone project requires students to gather information, conduct interviews, and examine subjects. Moreover, the whole procedure, from starting to work on your paper to completing it, raises the value of your resume and demonstrates that you hold the inspiration and diligence to complete all capstone projects.

Moreover, it helps the students boost their project management, oral communication, examination, and critical thinking abilities when working on their capstone project. If you want to upscale new-age technologies and essential industry skills, enrolling in these programs would be a better start:

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1. What are the objectives of a Capstone Project?

The major objective of a capstone project is to produce original, high-quality work that contributes to the students' professional and academic development.

2. Who typically completes a Capstone Project?

A capstone project, which is a multi-faceted academic experience, is basically required for final-year students of an academic program to complete this project.

3. What disciplines require Capstone Projects?

Usually, Capstones are needed in programs, including practical learning and application of skills. These programs include business, computer, science, engineering, education, healthcare, and social sciences.

4. How long does a Capstone Project take to complete?

Completing a Capstone project might include a few beats or several months. Therefore, time management and project planning are essential to ensure that students can complete the project within the provided time frame.

5. How are Capstone Projects assessed?

The capstone project is assessed based on the capstone grading algorithm. An individual's grade is based on their team product development project performance (80%) and professional development (20%).

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Best Capstone Project Ideas for Students across subjects

Updated 02 Sep 2024

The most challenging aspect of crafting a top-tier capstone project is often getting started. The initial hurdle involves selecting a strong, impactful topic that aligns with your strengths and academic goals. A well-chosen topic not only highlights your potential but also sets the foundation for a successful project. Conversely, a weak topic can lead to a less effective outcome. To assist you in this crucial step, we’ve compiled a list of innovative high school senior capstone ideas and capstone project examples to guide you toward the right choice.

Understanding Capstone Projects: Purpose and Application

A capstone project is a culminating academic experience typically undertaken during the final phase of a degree program. Capstone project topics span various fields, such as economics, public health, and information technology, emphasizing the importance of selecting relevant and innovative themes for academic projects. It allows students to demonstrate the knowledge and skills they’ve acquired throughout their coursework by tackling a real-world problem or challenge within their field of study. Capstone projects are expected in undergraduate and graduate programs, especially in disciplines like engineering, business, nursing, and information technology.

These projects are often required in educational settings, including universities and professional schools, as a means to integrate and apply theoretical knowledge in a practical context. Students usually work independently or in groups under the guidance of a faculty advisor, with the project often serving as a bridge between academic learning and professional practice. The results of a capstone project can take various forms, such as a research paper, a presentation, or a physical product, and are typically presented to a panel of faculty members or industry professionals.

How to Choose the Perfect Capstone Project Topic

Selecting a topic for your capstone project is a critical step in setting the foundation for your academic endeavor. The right topic will allow you to showcase the knowledge and skills you’ve developed throughout your studies while addressing a real-world problem. To start, brainstorm ideas that are relevant to your field and spark your interest. This personal connection can be key to maintaining motivation throughout the project.

Consider exploring innovative capstone project ideas, especially those that tackle urgent ecological issues and encourage sustainable practices.

Next, narrowing down your ideas by reviewing the existing literature is essential. This step will help you identify gaps in current research or practice, allowing you to contribute something new and valuable to your field. A topic that is too broad can become overwhelming, so aim for a specific issue that is manageable within the scope of your project.

Finally, seek feedback from your advisor or peers to refine your topic choice. Their insights can help you avoid potential pitfalls and ensure that your topic is both challenging and achievable. By carefully selecting a well-defined, relevant, and interesting topic, you’ll set yourself up for a successful capstone project that truly reflects your academic achievements.

Capstone Project Ideas for Students

Exploring our curated list of top high school senior capstone ideas can provide valuable inspiration if you're about to embark on your capstone project. These examples from the  capstone project writing service EduBirdie offer a solid starting point for selecting a topic that aligns with your interests and academic goals. For students interested in cybersecurity, delving into specialized cybersecurity capstone project ideas within this field can be particularly rewarding, as they provide opportunities to apply theoretical knowledge to real-world scenarios in a rapidly growing industry.

Capstone Engineering Project Ideas

• Renewable Energy from Ocean Waves
• Automated Irrigation System
• 3D Printed Prosthetics
• Smart Traffic Management System
• Earthquake-Resistant Building Design
• Solar-Powered Water Purification
• Wind Turbine Optimization
• Autonomous Drone Delivery
• Green Building Design
• Smart Home Automation
• Electric Vehicle Charging Station
• Waste-to-Energy Conversion
• Hydroelectric Power Model
• Intelligent Transportation System
• Noise Pollution Control
• Self-Healing Concrete
• Low-Cost Ventilator Design
• Advanced Water Desalination
• Bridge Structural Analysis
• Smart Grid Implementation

Nursing Capstone Project Ideas

• Improving Patient Safety Protocols
• Telehealth Solutions for Rural Areas
• Pain Management in Post-Operative Care
• Reducing Hospital-Acquired Infections
• Enhancing Communication in Critical Care
• Mental Health Support for Nurses
• Fall Prevention Programs
• Improving Medication Administration Accuracy
• Promoting Healthy Lifestyles for the Elderly
• Palliative Care for Cancer Patients
• Nutritional Support for Diabetic Patients
• Stress Management for Nursing Staff
• Increasing Vaccination Rates in Pediatrics
• Chronic Disease Prevention Strategies
• Wound Care Management at Home
• Heart Disease Patient Education Programs
• Reducing Nurse Burnout with Mindfulness
• End-of-Life Care Improvement in Nursing Homes
• Postpartum Depression Screening and Support
• Developing Pain Assessment Tools for Non-Verbal Patients

Information Technology Capstone Project Ideas

• Cybersecurity Threat Detection System
• Blockchain-Based Voting System
• AI-Powered Customer Support Chatbot
• Cloud Data Backup and Recovery System
• Smart Inventory Management System
• IoT-Based Home Security System
• E-Commerce Website Development
• Mobile App for Smart Cities
• Online Learning Management System
• Virtual Reality Training Simulator
• AI-Based Image Recognition System
• Business Intelligence Data Analytics Dashboard
• Social Media Sentiment Analysis Tool
• Augmented Reality Shopping Experience
• IoT Environmental Monitoring System
• Machine Learning Recommendation System
• Cybersecurity Awareness Training Platform
• Healthcare Data Management System
• Online Exam System with Anti-Cheating
• Voice-Activated Personal Assistant App

Computer Science Capstone Project Ideas

• AI-Based Text Summarization Tool
• Real-Time Language Translation App
• Blockchain Secure Document Sharing
• Face Recognition Attendance System
• AI Predictive Maintenance System
• Virtual Reality Game Development
• Smart Personal Assistant with Voice Commands
• Real-Time Traffic Analysis Using Computer Vision
• Automated Code Review Tool
• Cloud-Based Online IDE for Coding
• AI-Based Video Editing Software
• Deep Learning Image Classification
• Interactive Virtual Tour System
• Smart Contract Development on Ethereum
• AI Health Diagnosis System
• Chatbot for Online Customer Service
• Machine Learning Stock Market Prediction
• Secure Mobile Payment System
• NLP for Sentiment Analysis
• AI Content Recommendation Engine

MBA Capstone Project Ideas<

• Digital Marketing Strategy for Startups
• Financial Analysis of Mergers & Acquisitions
• Business Process Optimization in Manufacturing
• Customer Retention Strategies for E-Commerce
• Sustainable Business Practices in Retail
• Impact of CSR on Brand Loyalty
• Market Entry Strategy for New Products
• Analysis of Supply Chain Management
• Franchise Business Model Development
• Globalization Impact on Small Businesses
• Financial Risk Management in Banking
• HR Strategies for Remote Work
• Brand Positioning and Competitive Analysis
• Business Plan for a Social Enterprise
• Consumer Behavior in the Digital Age
• Innovation Management in Tech Companies
• Corporate Governance and Ethical Practices
• Digital Transformation in Traditional Businesses
• CRM System Development
• Strategic Planning for Business Expansion

Accounting Capstone Project Ideas

• Impact of IFRS Adoption on Financial Reporting
• Forensic Accounting Techniques for Fraud Detection
• Cost-Benefit Analysis of Corporate Social Responsibility
• Tax Planning Strategies for Small Businesses
• Financial Analysis of Mergers and Acquisitions
• Role of Auditing in Corporate Governance
• Effectiveness of Internal Controls in Fraud Prevention
• Technological Advancements in Accounting
• Valuation Methods for Startups
• Sustainability Reporting Impact on Investor Decisions
• Financial Risk Management in Multinational Corporations
• Comparative Analysis of Financial Ratios Across Industries
• Economic Recession Impact on Corporate Financial Performance
• Big Data’s Role in Modern Accounting
• Ethical Issues in Financial Reporting
• Cash Flow Management in Non-Profits
• Budgeting and Forecasting in the Public Sector
• Digital Currencies Impact on Financial Reporting
• Cost Accounting in Manufacturing
• Impact of AI and Automation on the Future of Accounting

Management Capstone Project Ideas

• Leadership Styles and Their Impact on Employee Performance
• Change Management in Large Organizations
• Employee Engagement Strategies for Remote Work
• Crisis Management Planning in the Hospitality Industry
• Diversity and Inclusion Strategy Development
• Strategic Planning for Business Growth
• The Role of Corporate Culture in Business Success
• Risk Management in Project Management
• Effective Succession Planning Process
• Technology's Impact on Modern Management Practices
• Improving Decision-Making with Data Analytics
• Sustainable Management Practices in Retail
• Conflict Resolution Strategies in the Workplace
• HR Management in Multinational Corporations
• Communication Strategies in Management
• Impact of Mergers and Acquisitions on Employee Morale
• Supply Chain Management Effectiveness
• Developing Strategic Management Frameworks for SMEs
• Implementing Work-Life Balance Programs
• The Role of Innovation in Competitive Advantage

Education Capstone Project Ideas

• Impact of Technology on Student Engagement
• Teacher Training for Inclusive Education
• Developing Effective Special Education Programs
• Analyzing Online Learning Platform Effectiveness
• Strategies for Reducing the Achievement Gap
• The Role of Parental Involvement in Student Success
• Curriculum Development for Multicultural Classrooms
• Addressing Mental Health Issues in Schools
• Class Size Impact on Learning Outcomes
• Implementing STEM Education in Early Childhood
• Strategies for Bullying Prevention in Schools
• Impact of Standardized Testing on Education
• Teacher Retention Strategies in Urban Schools
• Project-Based Learning Implementation in High Schools
• The Role of Arts Education in Holistic Development
• Improving Literacy Rates Through Community Programs
• Supporting English Language Learners in Schools
• Socioeconomic Status Impact on Educational Outcomes
• Developing School Safety Plans
• Evaluating Teacher Evaluation Systems

Marketing Capstone Project Ideas

• Impact of Social Media Marketing on Brand Loyalty
• Developing a Digital Marketing Strategy for E-Commerce
• Consumer Behavior Analysis in the Fashion Industry
• The Role of Influencer Marketing in Brand Promotion
• Market Segmentation for New Product Launches
• Content Marketing’s Effect on Customer Engagement
• Brand Positioning Strategies for Startups
• Effectiveness of Email Marketing Campaigns
• Role of Big Data in Personalized Marketing
• Cultural Differences Impact on Global Marketing
• Customer Retention in Subscription Services
• Ethical Considerations in Advertising
• Impact of Pricing Strategies on Consumer Perception
• Sustainable Marketing Strategy Development
• Effectiveness of Guerrilla Marketing Tactics
• Mobile Marketing’s Influence on Consumer Behavior
• Role of Public Relations in Crisis Management
• Social Media Content Strategy for B2B Companies
• Video Marketing’s Impact on Consumer Engagement
• Virtual Reality in Experiential Marketing

High School Capstone Project Ideas

• Exploring Renewable Energy Solutions for Schools
• Designing an Anti-Bullying Campaign
• The Impact of Social Media on Teen Mental Health
• Developing a Community Garden for Sustainable Living
• Creating a High School Recycling Program
• The Role of Music in Cognitive Development
• Exploring the Effects of Sleep Deprivation on Students
• Developing a Peer Tutoring Program
• Analyzing the Impact of Technology on Study Habits
• Creating a School Safety Plan
• Investigating Local Water Quality
• Designing a Mobile App for School Events
• The Impact of School Uniforms on Student Behavior
• Exploring Historical Events Through Virtual Reality
• Analyzing the Effects of Nutrition on Academic Performance
• Developing a Mental Health Awareness Campaign
• Studying the Impact of Extracurricular Activities on Student Success
• Designing an Eco-Friendly Transportation Plan for Students
• Exploring the Effects of Video Games on Cognitive Skills
• Creating a Financial Literacy Program for Teens

Capstone projects provide students with a valuable opportunity to apply their academic knowledge to real-world problems, effectively bridging the gap between theory and practice. Whether in fields like engineering, nursing, information technology, or business management, these projects demand creativity, critical thinking, and problem-solving skills. Students demonstrate their expertise by addressing complex challenges—such as renewable energy, telehealth implementation, or digital marketing strategies—and contribute innovative solutions to their industries.

Capstone projects culminate students' academic journeys, enabling them to integrate and apply their knowledge in practical ways. Whether focused on technology development, educational improvement, or business optimization, these projects empower students to significantly contribute to their fields, preparing them for professional success and advancing industry practices.

However, tackling a capstone project is a complex task that not everyone can manage alone. If you're struggling, law essay writing service EduBirdie is here to help you succeed, ensuring that your hard work results in the highest grades possible.

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Written by David Kidwell

David is one of those experienced content creators from the United Kingdom who has a high interest in social issues, culture, and entrepreneurship. He always says that reading, blogging, and staying aware of what happens in the world is what makes a person responsible. He likes to learn and share what he knows by making things inspiring and creative enough even for those students who dislike reading.

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Capstone: Journal Article and Publication Development

This course will benefit students who are seeking to write and publish an article in a peer-reviewed journal.  Using knowledge acquired throughout the medical writing program, students in this capstone course will choose their own topic to publish (could be the student’s own research or through their employer’s research, if allowed), and will develop, author, format and submit a manuscript to a Medline Indexed journal. They will demonstrate an understanding of the publishing process, including ethics, disclosure and copyright issues. In addition, students will further their grasp of good publication practices, such as the “Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals” from the International Committee of Medical Journal Editors (ICMJE) and the Good Publication Practices (GPP) guidelines. Students will write the full manuscript including any tables and figures, follow the IMRAD (Introduction, Methods, Results, and Discussion) format and the journal’s “Instructions to Authors”, and submit the manuscript to the journal for review. They will locate guideline sources for publishing various kinds of data, such as CONSORT and the EQUATOR Network and familiarize themselves with publication management, strategy, and planning.  

Note:   To be eligible to take this course you must have completed all of the other courses in the Medical Writing program with a B-/80% or higher.

Course Number:  FPM-40630 Credit:  4.00 unit(s) Related Certificate Programs:   Medical Writing

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Online Asynchronous. This course is entirely web-based and to be completed asynchronously between the published course start and end dates. Synchronous attendance is NOT required. You will have access to your online course on the published start date OR 1 business day after your enrollment is confirmed if you enroll on or after the published start date.

Simcoe, Donna

Donna Simcoe is a Medical Publications Consultant and principal at Simcoe Consultants, Inc., a biomedical company focusing on medical publication development. Ms. Simcoe holds three Master's degrees in Biomedical Writing, Biotechnology, and an MBA, as well as being a certified medical publication professional (CMPP). She has 30+ years of publication management and medical writing in the pharmaceutical industry. Her industry career includes roles of increasing responsibility in publication strategy, planning, and medical writing at Cephalon (now Teva), Wyeth (now Pfizer), AstraZeneca, and Cadence (now Mallinckrodt). She has managed publication programs across more than 12 therapy areas. She has authored more than 10 journal articles and 10 oral presentations, and has provided medica... Read More

No textbook required.

No refunds after: 10/7/2024.

DATE & LOCATION:

9/30/2024 - 12/14/2024 extensioncanvas.ucsd.edu You will have access to your course materials on the published start date OR 1 business day after your enrollment is confirmed if you enroll on or after the published start date.

There are no sections of this course currently scheduled. Please contact the Healthcare & Behavioral Sciences department at 858-534-9262 or [email protected] for information about when this course will be offered again.

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An Experiment in Project-based Learning: A Comparison of Attitudes Between Russia and America

2012 ASEE Annual Conference & Exposition Proceedings

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[Follow URL link above to find paper] Project-based learning (PBL) is a well-known methodology for engineering design education due to a number of benefits it is claimed to offer. This paper presents the initial offering of a first-year engineering PBL unit at Griffith University in Australia. An evaluation of student perceptions of the unit revealed that students generally enjoyed the experience, with the oral presentation aspect receiving the lowest satisfaction rating. There was no significant difference in the ratings between any demographic grouping, suggesting that all students were able to participate in, and experience, the unit in essentially the same way. The best aspects of the unit and those aspects needing improvement were similar to the findings of other investigations documented in the literature. It is proposed that future offerings of the unit will reduce the number of design projects from three to two per semester and will attempt more sophisticated individualisation of marks for group work activities.

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This study introduces the experience of a project-based learning (PBL) approach for first-year engineering students at German-Mongolian Institute for Resources and Technology (GMIT), Mongolia. The engineering project course at GMIT is the first-ever PBL experience for engineering curriculum in Mongolia and adapted from the engineering program at the Technical University of Darmstadt and has been implemented since 2014. It is dedicated to preparing students for gaining both technical and soft skills through PBL from the beginning of their engineering education. The questionnaire surveys are taken regularly during the course period from students to improve the course quality. The current study presents the analysis of questionnaire surveys done in 2019 and discusses the benefits and challenges of the course. The responses by students revealed that the implementation of the course was beneficial in improving teamwork. Suggestions based on the PBL are given to improve the effectiveness ...

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The engineering programmes offered at the Polytechnic School of Águeda –University of Aveiro, have been organised, since 2001, around the Project Led Education paradigm. This paper will briefly set the scene for the educational development and will then proceed to describe the curricula implementation and discuss the first evaluation outcomes. As a result of these outcomes and of recent developments in the Portuguese Higher Education political scenario, new developments on the Águeda PLE curricula are now on the field. These developments will also be described in the paper. As a conclusion, the first impressions of students and teachers on the new re-developed curricula will be discussed.

Mushtak Al-Atabi

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[Follow URL link above to find paper] Project-based learning (PBL) is a well-known student-centred methodology for engineering design education. The methodology claims to offer a number of educational benefits. This paper evaluates the student perceptions of the initial and second offering of a first-year design unit at Griffith University in Australia. It builds on an earlier evaluation conducted after the initial offering of the unit. It considers the implementation of the recommended changes. Evaluations of the two offerings reveal that students (in both the initial and second offering) generally enjoyed the experience, but that the second offering was found to be a significantly more enjoyable learning experience. Students in the second offering also reported a significantly better understanding of what they needed to do for the design projects and where to find the requisite information. The oral presentation aspect of the initial and second offerings received the lowest satisfaction rating. The inclusion (and delivery) of the computer-aided drawing component of the unit is seen as a positive aspect by some students, but many others comment on it negatively. The best aspects of the PBL unit and those aspects needing further improvement were similar to the findings of other investigations documented in the literature.

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Swift Industries Capstone Handlebar Bag Review

By Lucas Winzenburg

Managing & Bikepacking Journal Editor

1,339 Posts

The new Capstone from Swift Industries is a compact top-opening bar bag with easy one-handed access and functional built-in pockets. Before today’s launch, Lucas tested one on a handful of bikes throughout several seasons. Find his long-term Swift Industries Capstone Handlebar Bag review here…

PUBLISHED Sep 5, 2024

Started in 2008, Seattle’s Swift Industries was one of the first custom bag makers to catch my eye in the early days of the latest bicycle travel wave we’re still riding today. Their colorful panniers and rando bags captivated the hearts and minds of many among us and were the kaleidoscopic essence of cool before tightly stuffed handlebar rolls and dangle mugs had their time as the it things. I met and spent several days riding alongside co-founders Martina Brimmer and Jason Goods at the inaugural edition of the Oregon Outback in 2014, and I’ve enjoyed watching their operation grow and evolve since then.

Fast forward to the present, and the woman-owned brand has made significant changes, reimagined its product line, and moved a large part of its production overseas. Other labels have come and gone in the meantime, some of which have helped advance the world of bike bags through innovations such as 3D welding, dropper compatibility, and modular cradles, to name a few. Amid the shifting trends, new players, and influx of ever-techier fabrics and methods, Swift has had real staying power, and they deserve recognition for their lasting contributions to how we carry stuff on our bikes today.

This brief walk down memory lane brings me to today’s release of the all-new Swift Industries Capstone, a handlebar bag that might seem unremarkable at a glance precisely because of the foundation laid by brands like Swift. Dig deeper, as I’ve done throughout nearly a year of riding with mine, and you’ll see that it’s an impressive little hauler that doesn’t skimp on user-friendly features where they matter most.

Swift Industries Capstone Overview

With a modest four-liter capacity, the Swift Industries Capstone is a smallish handlebar bag that attaches via two nine-inch Swift Straps (an in-house alternative to Voile straps) around the bars and a locking length of shock cord around the headtube. It has a top-opening design that faces the rider and opens to reveal a large internal compartment with a zippered mesh pocket under the hood and two mesh sleeves along the bag’s inner sides. To shield contents from the elements, the lid has a slight overhang, and the main compartment has an interior drawstring closure (similar to that of the Zeitgeist/Catalyst) that can be snugged tight or loosened up with one hand. The lid stays closed thanks to a drawstring that loops around the back of your bike’s stem—more on that feature below.

Measuring 10 inches wide by 4 inches deep by 6 inches tall (25.4 x 10 x 15.25 centimeters), the Capstone is built from recycled ECOPAK EPLX400, Nylon packcloth 400D, and Recycled Bag Cloth Ripstop 450D. It has a claimed weight of 11.75 ounces/333 grams (mine tips the scales at just 10.8 ounces/306 grams) and is only available in black at launch time. Other features include quarter-inch closed cell foam in the body panel to help protect your cargo against knocks, an integrated fiberglass batten to stabilize the edge that attaches to the handlebars, MOLLE webbing along the sides of the bag (allowing you to attach accessories such as a SPOT tracker or a pair of Swift’s Sidekicks or Rando Pockets), a daisy chain on the front panel, and side D-rings for attaching a shoulder strap.

Riding with the Capstone

I’ve had my Capstone for four seasons, and I’ve taken it on all kinds of spins in that time. It’s been with me on a whole lot of day rides, weekend getaways, and an unforgettable trip on the iconic White Rim Trail in Utah. Given its relatively small size, I’ve mostly used it to haul my Fuji X-T3 camera, batteries, a light layer, and some snacks. It’s perfectly proportioned for carrying such essentials, but being accustomed to running a larger front bag—typically a top-loader or a rando bag—integrating the Capstone into my setup has taken some rethinking and shifting of gear. Put succinctly, it’s better suited to day rides than fully loaded bikepacking, but that depends on your system’s carrying capacity and configuration.

Having bounced along rugged trails in the desert and the mountains, I can report that the Capstone’s three-point attachment system is super stable. I’ve yet to make up my mind on the Swift Straps, which feel a tad more brittle and don’t seem to have quite the same elasticity as tried-and-true Voiles, but they’ve held up well thus far (early versions had some issues and Swift recalled them; these seem okay). Especially compared to bags that require some amount of rolling or unbuckling to access, the Capstone’s super quick drawcord entry has been a joy to use. Getting to my camera one-handed while riding is effortless, as is safely stowing it back inside. I’ve used a lot of bar bags over the years, and this is one of the easiest to get into on the go (Outer Shell’s Drawcord Handlebar Bag is another that springs to mind, though it’s a tad smaller still).

Paradoxically, the straightforward opening that makes the Capstone great is also the design choice that gives me the most pause in terms of long-term durability. Ricocheting down rough and rooty singletrack on my hardtail here in the Rockies, I couldn’t help but picture the thin piece of drawcord giving out and sending my camera flying toward an untimely demise. Thankfully, this hasn’t happened yet, but it feels like a lot of trust to put into a dainty length of cord. I’d like to replace mine with something a little burlier for good measure, which would be a 30-second job, but I haven’t gotten to it. Elsewhere around the bag, there’s an expected amount of fraying on some edges but no significant construction issues worth noting.

In all, the Capstone a clever, well-made bag that should withstand just about any flavor of bikepacking. One note: my sample was made in a different facility than the ones Swift will sell to the public, but I’ve found that bags usually remain quite consistent based on pattern and direction, as long as fabrics don’t change. I’d be surprised if the quality of the production bags isn’t the same or ever better, but I haven’t seen one in person to judge.

Made in Indonesia

Two years ago, Swift announced its plans to move its readymade bag production to Indonesia’s second-largest city, Surabaya, where the Capstone is made. I don’t want to belabor the point except to call it out for readers who may have missed the announcement that the brand moved its manufacturing overseas—a polarizing move for folks who’ve long associated the Swift name with “made in Seattle.”

As someone who grew up in the United States but spent a good portion of my 20s and 30s living on other continents, I don’t have any nationalistic notion of US-made goods being superior to those produced elsewhere. Still, I do like supporting short supply chains and buying things made close to where I live when possible. That’s to say, if I could pay a little more for a version of the Capstone made here, I’d do that, though I don’t foresee that being an option under Swift’s current business model and the economic realities that led them to adopt it. Further, I won’t pretend to have any first-hand knowledge of the working conditions in their Indonesian facility, but I’ll say that I appreciated being able to see the space and meet the people making my bags when I swung by Swift HQ in Seattle some years back.

In short, most of the production bags—and bikes—discerning riders use and love are made in Asia these days, which I don’t believe should have any bearing on their actual or perceived quality (in many cases, quite the opposite is true). Still, it’s good be aware of the trade-offs associated with outsourcing production and let how you feel about them be your guide. I don’t believe Swift has done anything wrong by moving most manufacturing to Indonesia, but I won’t deny that the brand has lost some of its cottage industry luster in the process, even if that ultimately means being able to keep bags more affordable for the end consumer, which matters more than anything to many buyers.

Price and Availability

The waitlist for the first batch of Capstones is live now on Swift’s website. They’ll be available for purchase online and at selected dealers on Tuesday, September 10th. As mentioned, it’s only offered in black for the time being, and it’s priced at $125 (shameless plug: Bikepacking Collective members can save 20% on everything from Swift!). That price is somewhat steep when viewed solely from the perspective of dollars per liter of storage, but the Capstone is more fully featured than other larger bags that cost more. I think it justifies its price when considering ease of use, but you’ll find better value elsewhere—even in Swift’s range—if carrying capacity is your primary lens for judging bags.

• Model/Size Tested: Swift Industries Capstone Handlebar Bag
• Actual Weight: 306 grams (10.8 ounces)
• Place of Manufacture: Indonesia
• Price: $125
• Manufacturer’s Details: Swift Industries
• Incredibly easy to open and close
• Smart built-in storage
• Expandable capacity via MOLLE and daisy chain
• Super stable on the bike
• Compact size will be limiting for some
• High cost relative to capacity
• Drawcord closure is a potential point of failure
• Only available in black (for now)

Swift’s compact Capstone Handlebar Bag is a gem that offers remarkably quick and easy access on the move, and its internal storage pockets make organization a breeze. Mine has lived on my handlebars through several seasons, weathering countless day rides and bikepacking trips around the desert and the mountains with only minimal signs of wear. It’s an exceptionally well-thought-out bag for riders who don’t need to carry much on their handlebars. Although its four-liter size limits loaded bikepacking possibilities, the Capstone is easily one of my go-to recommendations for carrying a camera or day-ride essentials on the bike, especially if you anticipate reaching for them often.

Head over to BuiltBySwift.com to sign up to be notified when the bags are available next week.

Further Reading

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