example of psychology capstone project

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149 Capstone Project Ideas & Examples – 2024

June 6, 2024

The word “capstone” originally referred to the decorative, final piece of masonry that would be affixed to the top of a new building. But in terms of schooling, what is a capstone project? Academically, “capstone” is a fitting metaphor, as a capstone project serves as a culminating, crowning illustration of your scholarly work. The capstone project synthesizes the learning you have done in various fields, demonstrates your level of expertise in your specific area of study, and often marks the end or milestone moment of a current study path. In short, it’s a big achievement! In this article, we’ve outlined a few tips for cultivating your perfect capstone thesis and have included a list of capstone project ideas to get you started.

General Capstone Writing Tips

As you select a topic for your capstone project, be sure to consider the following criteria:

Personal Interest . A capstone project is meant to be the culmination of or milestone representing your specific path of study; as such, it should be a project that actually interests you! Perhaps you’ve already been working on a passion project or long-term scholarly paper on a topic that excites you. Or maybe you’ve heard about a specific branch of inquiry within your field that you find compelling and want to explore further. Whether you’re new to a specific capstone subject or have been working on it for a while, it’s important to know that your actual interest in a subject can increase your productivity and learning. [i]

Existing Research . For any new piece of scholarship, it’s crucial to thoroughly understand and acknowledge the current knowledge and findings that exist around your thesis. As an advancing practitioner in your field of study or profession, you should already have a sense of what other scholars and experts have said about your capstone project idea, but this is a moment to fully explore: Who are the major players in this professional or scholarly conversation? What are the most important pieces of research that ground this field of study? What recent innovations have been made in this topic?

Stakes . If you’ve ever been involved in a debate or had to write a persuasive speech , you know that an important question to answer is: “So what?” Why is this capstone project idea important? What will be affected if the ideas in your capstone do or do not come to pass? What exactly is at stake here?

Examples Continued

Stakeholders . The stakeholders of a capstone are those who will be affected by the information in your project. Perhaps you’ve already engaged in community service and have seen a gap that can be filled by your particular area of expertise. Maybe you are one of the stakeholders in your research. In every capstone project, your readers should know who will be most important to your work.

Identify a gap or problem . If you’ve done your research properly, then you now know what current holes or gaps exist in your field. Make sure you frame your capstone so that your audience is aware of the work that needs to be done.

Fill the gap . This is your moment to shine! What is your specific hypothesis? What kind of research will you conduct to prove it? Specifically, how is your work contributing to this field of study? To this profession?

Feasibility and Scope . The last question you need to ask yourself is: Can I actually do this project? Do you have the time and resources to complete the work you’re proposing? Is your capstone actually doable? If you find that your project seems too big, don’t despair! Many capstone project ideas can be narrowed down for specificity and feasibility. Take a look at the example below:

Very broad:

“What are some recent developments in women’s health research?”

More specific and feasible:

“What are the most current findings on early diagnostic testing and maternal health outcomes amongst American women?”

Capstone Project Examples

Below, we’ve listed 150 capstone project examples in various fields. Think of all of these focus questions and ideas as jumping-off points. Some are very broad, while others are much more specific. Your capstone project will most likely fall under the “specific” category (see “feasibility and scope” above), but broader topics and focus questions can get you started down the path of your own particular branch of research.

Computer Science Capstone Project Ideas

1) In what ways does social media influence current developments in information systems and marketing?

2) What recent developments have we seen in natural language processing? What innovations do we hope to see?

3) How is cybersecurity an essential consideration in political and public policy?

4) What is the potential for virtual reality within the fields of mental healthcare and / or physical rehabilitation?

5) How can cybersecurity better function in the healthcare industry?

6) What are current and developing applications for machine learning algorithms?

7) How can we develop more secure data encryption?

8) What are the current needs for development in image processing and design?

9) How does artificial intelligence promise to elevate, innovate, revolutionize, or render obsolete various fields and / or methodologies inside and outside of computer science?

10) What current developments exist in the field of neural networks?

11) In what ways can we develop more efficient data encryption algorithms?

12) What specific roles does computer science play in national defense?

13) Exploring automated testing systems.

14) In what ways have smartphone interfaces changed human behavior? Can we predict future changes?

15) What recent innovations have we seen in cloud computing and what changes can we expect to see in this field?

16) How can we improve specific algorithms that conduct market-based analysis?

17) What are the current most important ethical questions surrounding big data and information systems?

18) What are the current expectations around the development and use of cryptocurrency?

19) What specific relationships exist between national policy and internet censorship?

20) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of computer science that specifically interests you !)

Nursing and Medical Capstone Project Ideas

21) What roles might nurses have in administering pain management and anesthesia?

22) In what ways can we address the country’s nursing shortage?

23) In what ways is the field of nursing expected to change in the near future?

24) What innovations can be made in continuing education for nurses?

25) In what ways can nurse practitioners and PAs function more effectively in primary care and specialty settings?

26) Going forward, what roles can nurses play in mobile health and telemedicine?

27) How can clinical settings improve their mental and emotional health outreach for employees?

28) In what ways do nurses and PAs function in specific research roles (e.g. cancer research)?

29) Development of cultural sensitivity training and eliminating health equity disparities in the nursing field.

30) Recent developments in women’s health initiatives and research.

31) In what ways can communication efficacy be addressed in clinical settings?

32) What is the relationship between medical care and specific public policies?

33) Nursing, management, and leadership roles.

34) In what ways can technology improve nursing and healthcare initiatives?

35) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of medicine or scientific inquiry that specifically interests you !)

Humanities and Arts Capstone Project Ideas

36) How does art function in the political and public spheres?

37) What specific developments have we seen in the field of graphic design in the past decade?

38) Analyzing the relationships between marketing, commercial viability and contemporary literature.

39) In what ways do the humanities function in ecocriticism and the Anthropocene?

40) Social media and communication.

41) What are some recent examples of the relationship between popular culture and political propaganda?

42) Current distinctions between pop culture, avant-garde, and highbrow literature and art.

43) What is the role of philosophy in current public debate?

44) In what ways do / have the humanities function(ed) within and / or outside of the public sphere?

45) What is the role of the digital humanities in ancient / early modern / modern history?

46) What recent developments have we seen in the fields of women’s and gender studies?

47) How has a globalized media culture impacted our views on cultural exchange / postcolonialism / hegemonic power structures?

48) In what ways have sustainability initiatives become an essential part of art, theatre, fashion, film, and literary production?

49) Race, class, gender and / or sexuality, and recent developments in the construction of personal identity.

50) How does appropriation function in the realm of cultural production?

51) What is the current role of cinema in public and political culture?

52) Creativity and new genres in the wake of social media, artificial intelligence and monoculture.

53) How can / do museums and public spaces function as sites of cultural production?

54) In what ways has artificial intelligence begun to shape the arts and humanities?

55) Recent innovations and gaps in ____________. (Have you already done some research on a particular topic? This is your moment to delve more deeply into a branch of humanities research that specifically interests you!)

Engineering Capstone Project Ideas

56) What is the role of engineering in specific manufacturing practices?

57) In what ways are environmental and sustainable efforts transforming various industries (transportation, manufacturing, public use, energy, etc.)?

58) How does artificial intelligence promise to function in various engineering fields?

59) What are the functions of drones in supply chains?

60) How does engineering specifically function in the production and management of public health (water purification and distribution, waste management, etc.)?

61) What recent innovations have we seen in the fields of engineering and defense?

62) Assessing the feasibility of solar power, wind power, etc.

63) In what ways can engineering facilitate specific infrastructure innovations in public spaces?

64) What does the privatization of the aerospace industry demonstrate about the relationship between public and commercial scientific research?

65) In what ways does current engineering promise to disrupt fields like the automotive, manufacturing, aerospace, etc. industries?

66) Examining various uses of 3D printing.

67) What are some recent innovations in electric, geothermal and/ or nuclear energy?

68) What is the current relationship between extraction engineering and the public sphere?

69) How does the field of robotics function in medicine and public health?

70) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of engineering or scientific inquiry that specifically interests you !)

Education Capstone Project Ideas

71) How do charter schools currently function in the education system?

72) What current pathways exist for continuing education in the teaching field?

73) What roles does artificial intelligence play in the future of education?

74) Disciplinary practices and education for early childhood, middle school, high school, etc.

75) Addressing income and resource disparities between public school districts.

76) In what ways does gender currently function in STEM education?

77) In what ways can mental health initiatives more thoroughly benefit students, staff, and educators?

78) In what ways is parental involvement a factor in current curriculum models?

79) What are the advantages and disadvantages of various modes of virtual learning, technology in the classroom, asynchronous learning, e-learning, etc.?

80) How can we address the current teacher shortage?

81) What are the current relationships between politics, public policy, school funding and curriculum development?

82) What recent innovations have we seen in outdoor learning, Montessori schooling, forest schools, eco-education, etc.?

82) How can schools facilitate better curricula and funding for special needs programs?

83) What is the current role of the arts in public education? In private education?

84) What is the relationship between public policy and homeschooling?

85) In what ways do race and class currently function in specific conversations around education?

86) What are current concerns and developments in the practices of school safety?

87) What developments are currently underway in curricula involving interdisciplinary and project-based learning?

88) What benefits and drawbacks currently exist in extracurricular programs and initiatives for students of various age groups?

89) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of education or curriculum planning that specifically interests you !)

Biology Capstone Project Ideas

90) What are some recent developments in the ethics of stem cell research and cloning?

91) How has public disease testing changed since the pandemic?

92) What is the role of the biologist in mining, extraction, and geoengineering?

93) What recent innovations have been made in pesticide production, distribution, and wider use?

94) How can biology serve manufacturing industries to prevent contamination and supply chain stalling?

95) How do specific ecosystems currently function in regard to climate change? What changes are predicted to these ecosystems in the next decade and why?

96) In what ways are biologists’ roles evolving in the development of biomechanical medical devices?

97) What roles do biologists play in understandings of human reproduction and DNA?

98) How are pharmaceutical and recreational drugs currently understood and classified?

99) What recent biological innovations have been made in the production of food? What developments do we foresee in this branch of biology?

100) In what ways are biological systems affected by various forms of energy extraction and consumption (electrical power, gas, wind and solar power, etc.)?

101) How does A.I. promise to affect the roles of biologists in various fields?

102) What current biological threats do we face in terms of biological warfare? How are biologists crucial players in national defense?

103) Explore a relationship between the biochemical signatures of the body and mental wellness / illness.

104) In what specific ways is the organic movement both a biological consideration and a marketing strategy?

105) How do biologists play significant roles in the prevention of spreading infectious diseases?

106) What are the relationships between human population growth or decline and natural ecosystems?

107) How is marine life affected by human activity (recent understandings and developments)?

108) How do biologists function in public and political conversations around sustainability?

109) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of biology that specifically interests you !)

Psychology Capstone Project Ideas

110) What recent developments have been made in research around specific social media platforms and mental health?

111) What roles did the pandemic play in social and mental health amongst particular age groups?

112) How are recent developments in digital communication (“ghosting,” “swiping,” “liking”) indicative of disordered psychological behaviors?

113) Considering particular contexts like time and place, explore the relationships between psychological wellness and gender.

114) Investigate stress reduction efficacy amongst particular populations.

115) What is the role of mental health awareness in policies and conversations around public health?

116) What role does psychology play in pain management?

117) In what ways are clinical psychologists and therapists uniquely poised to conduct empirical research?

118) What recent developments exist in research around various types of trauma?

119) What daily interventions need to be explored in the reduction of anxiety and sleep disorders?

120) What is the developing role of telemedicine and online mental healthcare?

121) In what ways are particular prescription drugs more or less effective when paired with traditional types of psychotherapy?

122) In what ways do companies utilize psychology in marketing and branding?

123) What is the role of the child psychologist in public schools?

124) In what ways can HR departments benefit from on-staff mental health workers?

125) Explore distinctions between child psychologists and early childhood educators.

126) What interventions can be made in the realm of public policy to lessen the social stigma of mental health disorders?

127) How can psychology be used to create more efficient workplaces?

128) In what ways can new technology like apps and AI be implemented in the ongoing care of mental health patients?

129) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of psychology that specifically interests you !)

Business and Accounting Capstone Project Ideas

130) What are the current impacts of globalization on business strategy?

131) How can organizations change communication practices?

132) What are the relationships between sales, brand perception, and social justice movements?

133) In what ways are women perceived and compensated in the finance field? How has this developed over the past decade? What developments remain to be seen?

134) What leadership training programs and strategies best serve managers?

135) Exploring sustainable business practices.

136) In what ways can company structure influence business innovation?

137) What are the current trends and best practices for inter-departmental conflict resolution within businesses?

138) Exploring effects of mergers and acquisitions for specific companies.

139) What is the specific role of HR in performance management amongst employees?

140) Recent explorations of forensic accounting in cases of embezzlement.

141) Perform a case study analysis of a particular taxation policy.

142) What are some important features of the ethics of non-profit accounting?

143) In what ways can we measure international accounting standards?

144) Due to the pandemic, how have budgeting and financial planning methods evolved in recent years?

145) What specific impacts can we predict in the accounting field as a result of AI and other advancing technologies?

146) Perform an analysis of marketing strategies that utilize social media.

147) How can companies maximize consumer engagement in saturated markets?

148 Which technologies and designs are most effective in brand management and dispersion?

149) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of business or accounting that specifically interests you !)

Capstone Project Examples – Works Cited

[i] Kahu, Ella., Karen Nelson, Catherine Picton. “Student Interest as a Key Driver of Engagement for First Year Students.” Student Success. Volume 8, Issue 2, pp. 55-66. July 2017.

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Jamie Smith

For the past decade, Jamie has taught writing and English literature at several universities, including Boston College, the University of Pittsburgh, and Carnegie Mellon University. She earned a Ph.D. in English from Carnegie Mellon, where she currently teaches courses and conducts research on composition, public writing, and British literature.

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20+ Psychology Capstone Project Ideas and Topics

by  Antony W

June 28, 2024

The first step to write a psychology capstone project is to choose the right topic, and the ideas we’ve put together in this post can help you put the right foot forward.

Once you choose a psychology topic to explore, you can dive deep into research to find interesting information and then combine your research into a comprehensive psychology capstone project.

Coming up with psychology capstone project ideas from the top of your head isn’t as easy. So we’ve put together some topics to help you cut down on the time you would have otherwise spent on brainstorming.

This list of psychology capstone topics is by no means exhaustive. Therefore, treat it as a starting point in your research. You might find an interesting idea from this list, which can be the focus of your entire psychology capstone project.

Personality Psychology Topics

A psychology project on personality focuses on people’s character. Your focus should be on how humans develop based on physical structures and processes that define them. Some key factors to consider when writing a psychology capstone project about personality include disposition, moral beliefs, thoughts, reactions, and dispositions. Below are some topics to consider:

• Nature Versus Nurture: Examining the Primary Influences on Personality Development
• Genetic Influence on Personality: Exploring the Inheritance of Traits in Adopted Children
• Personality Dynamics in Leadership: Understanding the Interplay Between Traits and Effectiveness in Organizational Contexts
• Exploring the Intersections: The Relationship Between Personality Traits and Mental Health
• Chronic Illness and Personality: Investigating the Impact of Long-term Health Conditions on Psychological Characteristics

Cognitive Psychology Topics

Cognitive psychology studies how our creativity, emotions, thoughts, and ability to solve problems affect us. If you choose to write a capstone project in cognitive psychology, you may focus entirely on how people thin based on their cognition, intelligence, and thoughts. Following are some ideas to consider:

• How might specific genres of music evoke memories for individuals experiencing memory loss?
• Is there a correlation between persistent stress levels and memory retention?
• To what extent do virtual meetings affect the collaborative decision-making process within teams?
• What influence does television viewing have on the development of children’s reading skills?
• Can engagement in word games and puzzles decelerate cognitive decline among individuals aged 80 and above?

Social Psychology Topics

Quite common in social science , social psychology studies how the presence and behavior of people affect other people. Ideally, social psychology focuses on human identity, helping us to know who we are, who we are not, and how our perceptions affect the people around us. Here are some good topics under this category:

• Explore the Influence of Social Media on Body Image Perceptions Among Male Adolescents
• Childhood Bullying as a Predictor of Social Anxiety in Adulthood
• Genetic Versus Environmental Influences on Homophobic Attitudes
• Identifying the Key Psychological Predictor of Charitable Giving
• Understanding the Social Perceptions of Height and Their Implications

Developmental Psychology Topics

You can focus your psychology capstone project on topics that study how people grow and change over time. Center on social, emotional, and physical development on any age group, and demonstrate how people learn, grow, and embrace change. See the examples below:

• What are the effects of the transition to adulthood on individuals’ decision-making capacities?
• How does early exposure to music affect the mental health and overall well-being of children during their school years?
• Can grief expedite the aging process?
• How do patterns of attachment between parents and children shape the development of emotion regulation during adolescence?
• Is there a correlation between bilingualism and the rate of cognitive decline in adults aged 70 and above?

Forensic Psychology Topics

Forensic psychology is another area you can explore in your psychology capstone project, particularly if your coursework focuses exclusively on the legal and judicial systems. Here are some ideas you might find interesting to explore:

• Exploring the Psychological Fallout: Understanding the Impact of Incarceration on Mental Health
• Unpacking the Roots: Investigating the Influence of Childhood Trauma on Adult Criminal Behavior
• Vulnerability and Victimization: Examining the Relationship Between Mental Health Conditions and Crime Victimization
• Memory Manipulation: Identifying Factors Driving False Memories and Their Implications for the Justice System
• Media Influence and Crime: Assessing the Role of Media in Spurring Copycat Criminal Behavior

What is a Psychology Capstone Project?

A psychology capstone project , also known as synthesis or synthesis capstone, is an assignment you complete near the end of your psychology program. A capstone project in psychology can be in the form of an essay, a research paper, a dissertation, creative work, or scientific experiment.

Psychology capstone project requires in-depth research, analysis, and reflection of the selected topic. More importantly, how you write a psychology capstone project should demonstrate that you have a higher level of knowledge of the program, especially based on your findings and conclusions.

Can I Buy a Psychology Capstone Project Online?

You can buy a capstone project on the internet through Help for Assessment. Help for Assessment is a safe and legit academic writing platform that focuses on writing different papers, including capstone projects.

We’ll connect you with the best available writer if you order a capstone project from us. The writer will help you choose a topic, conduct in-depth research, write, and deliver your capstone project on time.

How Much Does It Cost to Write a Psychology Capstone Project?

We charge $12.99 to $40 per page depending on the urgency of the capstone project. We also offer up to 10% discount to customers new to Help for Assessment. The payment you make covers for topic suggestions, in-depth research, outline, writing, editing, and timely delivery.

How Long Does It Take to Complete a Psychology Capstone Project?

It can take between 3 and 6 months to complete a capstone project. The 3 to 6 months period should be enough to choose a topic, write the proposal, engage in in-depth research, plan the project, write the project, complete the editing phase, and submit the project before the due date.

Customers who hire Help for Assessment to write their capstone projects usually get the project completed for them much earlier. Ideally, we might take 21 to 45 days to complete the project depending on its urgency, complexity, level of education, and your budget.  

About the author 

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

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70+ Great Psychology Capstone Project Ideas From Field Experts

What is a capstone psychology.

Educational institutions use psychology capstone to assess students’ comprehension of the course. For students, engaging in this project presents an excellent chance to showcase their problem-solving, presentation, and teamwork skills. Typically integrated into college and school curricula, capstone projects, also known as culminating projects, signify the end of a course.

Generally, the capstone is a research project that the student must complete within a certain period and create a report. The objectives of capstone psychology are multifaceted and include:

• Fostering independent planning.
• Developing time management skills by meeting deadlines.
• Cultivating skills in detailed analysis.
• Facilitating collaboration within teams.

No matter how exciting the task may seem, challenges arise when you get to selecting a theme. The pool of available psychology capstone ideas may seem limited, requiring careful consideration to find a unique topic that aligns with your interests and meets the project requirements. But worry not! With our list of compelling topics and advice, you’ll definitely find something to your liking.

Here are a few ideas to get you started:

How to Choose a Psychology Capstone Project Topic

Selecting the right topic is crucial to get succeed with your psychology capstone project. Given that you will be dedicating a year to it, your passion for the chosen subject is paramount. Therefore, before getting down to writing, you must be 100% certain that the chosen capstone topic is the one you need.

Here are the key components of a good capstone in psychology topic:

• Relevance to the field

The selected capstone topic must perfectly align with your focus area. Most importantly, it should showcase your expertise and knowledge in the chosen subfield to achieve the desired result.

• Real-world application

When seeking psychology capstone project ideas, prioritize topics that offer practical applications and have the potential to make a meaningful impact within the field. E.g., the ones that propose innovative solutions or contribute to advancing psychological theory or practice.

• Feasibility

Before finalizing your choice of project’s topic, carefully assess the time, resources, and access to materials that will be necessary to complete your psychology capstone . Ensure you have sufficient time to conduct:

• In-depth research.
• Any project’s experiments or analyses required.
• Current trends

Always stay updated on the current debates and emerging trends within the field. Choosing a topic that is actively discussed can add depth to your project.

Moving forward, let’s explore some simple steps that can assist in the process of identifying suitable capstone project ideas psychology:

• Seek advice from your supervisor.
• Explore psychology capstone project examples that are freely available online.
• Engage in brainstorming sessions to pinpoint areas of personal interest.
• Review recent publications to gain insights into existing ideas generated by others.
• Attend conferences to gather current capstone project ideas.
• Join scholarly communities.

Now that you know the key components of an excellent topic for a capstone project and the steps to take when finding one, let’s get to the most interesting part – psychology projects ideas curated by our best subject-matter experts.

15 Trending Psychology Capstone Project Ideas

Society’s attention to mental health is steadily increasing. Given the diverse array of factors influencing human behavior, selecting a topic within this subfield can be a beneficial decision. Below, you’ll find simple psychology capstone project suggestions to help you make your choice.

• The Impact of Abortion on Mental Well-Being
• Exploring the Relationship Between Gender and Depression
• The Impact of Bipolar Disorder on Life Quality
• Cultural Influences on Psychological Processes
• Genetic and Environmental Factors in Hyperactivity Among Children
• Comparing Long-Term and Short-Term Memory
• The Relationship Between Sleep Quality and Workplace Performance
• Investigating Schizophrenia
• The Causes of Suicidal Tendencies
• Understanding and Treating Terrorist Behaviors
• The Impact of Aggressive Media on Adolescent Behavior
• The Psychological Underpinnings of Criminal Behavior
• The Influence of Colors on Brain Function
• Assessing the Psychological Profiles of Juvenile Sex Offenders
• Impact of Social Media on Adolescent Self-Perception

Don’t seem to find the perfect option for your capstone project yet? Check these psychology senior project ideas:

More Psychology Capstone Ideas to Spark Your Imagination

Not quite finding your ideal option? We’ve got even more exciting psychology capstone project ideas on our list. Check them now!

• Use of Neuroimaging Techniques in Addiction Research
• Application of Artificial Intelligence to Predict Mood Disorders
• Strategies for Management Chronic Illnesses in Pediatry
• Memory Enhancement Approaches in Alzheimer’s Disease
• Psychotherapeutic Interventions in Treatments of Post-Traumatic Stress Disorders
• Behavioral Analysis of Online Consumer Trends
• Cognitive Behavioral Therapy for Insomnia Treatment
• Virtual Reality Exposure Therapy for Phobias
• Neurofeedback Applications in ADHD Management
• The Role of Mindfulness in CPM (Chronic Pain Management)
• Addressing the Psychological Ramifications of Cyberbullying
• Examining Consumer Behavior Using Neuromarketing Techniques
• Using Applied Behavior Analysis in Autism Spectrum Disorders
• Coping Strategies for Frontline Workers During Pandemics
• Exploring Eating Disorders Through the Lens of Body Dysmorphia
• Contrast between Automatic and Controlled Processes in Emotional Responses
• Underlying Psychological Causes of Depression
• Critical Phases of Psychological Growth
• Psychological Effects of Criminal Acts on Victims
• Anxiety Symptoms and Treatment Approaches
• Impact of Environment on Personality Formation
• Impact of Social Anxiety on Individuals
• Impact of Stress on Behavioral Patterns
• Unconscious Acquisition of New Behavioral Patterns
• Nonverbal Communication in Human Interactions
• Gender Stereotypes and Emotional Expression
• Effects of Environment on the Development of Personality Traits
• Impact of Television on Aggressive Behavior in Children
• Suicidal Behavior and Its Underlying Factors
• Using Connectionist Models to Predict Perceptions of Facial Impressions

Still unsure? Well, we have some criminal justice capstone project examples where you can seek inspiration. But there’s an even better option. Reach out to our dedicated team to gain some advice and a custom capstone project sample. You will not regret it, guaranteed!

How to Get Custom Capstone Project Ideas Psychology From Experts?

Getting expert help with your psychology capstone is super easy! All you have to do is fill out an online form and attach detailed project instructions. Alternatively, you can contact our friendly support team through live chat and explain your needs. Our capstone project experts work 24/7, so you can be confident that help will be available whenever you need it most!

You have an opportunity to get your capstone project done week by week by the same writer according to the timeline.

We write your capstone project from the ground up and double-check it with plagiarism detection software.

We assign no general writers to your order. You are guaranteed to work with one of the top-rated PhD/MA experts in your area.

Everything begins with an idea!

Psychology Capstone Project Ideas

Psychology is a science that studies the mind of humans and its functions, especially those functions affecting behaviors. Psychopathology is very broad, and its broadness sometimes throws students into confusion while they make efforts to choose psychology capstone project ideas. In fact, some students believe that coming up with a good psychology capstone project idea is harder than the actual process of project writing. We have decided to help students with capstone project ideas so that they can succeed in their academics. We have listed the best psychology capstone project ideas here for students. You will find these topics as you scroll down. All the capstone project ideas that we listed here are interesting and easy enough for students to use. We strongly believe that students will easily know what to write about their projects if they use the topics below. We took our time to gather only the popular concepts of psychology so that students can work with very familiar ideas. By using our ideas for your capstone project, you will surely make the most out of your project.

• Aging and mental illness
• The negative impacts of abortion on mental health
• The influence of gender on depression
• Violence among teens
• Cognitive-behavioral therapy
• How children decode
• Children’s decoding and encoding emotion in music
• Does depression affect gender?
• Effects of various color to mental states
• How are habits formed?
• Human development phases
• Harmful contributions of age to memory
• How stress affects people
• How sleep quality impacts upon brain performance
• Automatic vs. controlled process in emotion
• Crucial stages of psychological development
• Psychological reasons for depression
• The psychological impact of crimes on victims
• How the environment influences personality
• Hyperactive children: environment or biology role?
• How social anxiety impacts upon affected person
• How culture influences cognitive processes
• Preterm delivery and stress
• The long and short term memory
• Schizophrenia and seasonal effects
• Situations leading to mental disorder
• Stress symptoms and stress
• Symptoms and reasons of stress
• Stress and physical illness relationship
• Understanding Schizophrenia among male and female
• Mental development
• Social interaction of modern teenagers
• Factors that cause factors cause suicidal behavior
• How bipolar disorder influence a person’s life
• Reasons why some people are addicted to depression
• Why the military need psychologists
• Difference between long-term memory and short-term memory
• How stress affects our personality
• How people unconsciously learn new behaviors
• How stress influences our behavior
• Stereotyping gender emotion
• Nonverbal communication
• How the environment affects personality development
• Suicidal behaviors: Understanding the situation
• Consequences of teenage sexting
• How television influences children’s violent behavior
• Predicting impressions of different faces using connectionist models
• Addiction to social media
• Signs and treatments of anxiety
• Anxiety disorder
• How to control domestic violence
• How circadian rhythm affects humans
• How social media influences people’s behaviors
• How to read nonverbal signs
• Psychological disorders
• why people start using drugs.
• How games assist the brain in developing well
• Symptoms of psychological disorders
• How education influences the personality of a person
• How bullying influences student’s success
• The reasons for depression
• The stages of coping with a loss
• Factors that develop the self-esteem of an individual
• The rules for detecting lies
• The role of psychotherapy
• The causes of drug addiction
• Verbal and nonverbal communication
• Treating disorders in children behavior
• Psychodynamic and behavioral theories
• The psychological benefits of laughter
• How cognitive dissonance impacts upon values and behaviors
• How sleep deprivation affects brain development in children
• The Narcissistic Personality Disorder
• How to reduce undesirable behaviors in children
• How to identify and reduce stress
• How to overcome anxiety disorder
• Personality and mental health
• Factors that influence the behavior of children
• The process of self-discovery in adolescents
• The cause of autism
• Attentive-hyperactivity disorder
• Management of anorexia nervosa
• Symptoms of bipolar disorder
• Characteristics of introvert and extrovert
• The causes of mood swings
• Factors that influence changes in adolescents
• Classical and operant conditioning
• Working memory and short-term memory
• Obsessive-compulsive disorder
• The causes of aggression
• The connection between colors and moods
• The connection between depression and suicide
• The effectiveness of psychotherapy
• How the environment controls human behavior
• How children learn behaviors from their parents
• Effects of community violence on children
• Identifying the learning pattern of kids
• Impact of diet on depression
• Pervasive developmental disorders

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How to Write a Capstone Project Outline Guide with Examples

Updated 24 Jul 2024

Embarking on a capstone project is a thrilling and pivotal moment in your academic journey. It culminates years of hard work, knowledge acquisition, and intellectual growth. 

The capstone project outline serves as your project's roadmap, guiding you through the research, analysis, and presentation of your findings. It brings clarity to your objectives, ensuring that you stay focused on the core purpose of your project. Moreover, it acts as a communication tool, enabling effective collaboration with your project advisor and providing a framework for valuable feedback and guidance.

Throughout this blog post, we will delve into the key components of a capstone project outline, offering insights into each section's purpose and the content they should contain. We will also discuss common mistakes to avoid, ensuring that your outline remains focused, comprehensive, and aligned with your project's objectives.

Image credit: onlinecollegeplan.com

Why is creating a capstone project outline a good idea?

What is a capstone project in general? It is a final academic endeavor where students apply their knowledge and skills to tackle real-world issues or delve into specific areas of interest. To get the most out of it, you need to take some time and create an outline, as it holds significant importance. Here is why a capstone project outline is so important:

Organization and Structure.  It acts as a guide, helping you navigate the vast amount of information, research, and ideas you have gathered. By outlining the structure and flow of your project, you can ensure that your work remains focused and organized. It lets you break down your project into manageable sections, making the entire process more approachable.

Clarity of Objectives.  By clearly stating your research question or problem statement, you can maintain a clear focus and direction throughout your project. This clarity ensures that you stay on track and that every aspect of your work aligns with your intended purpose.

Communication and Feedback.  Think of the capstone project outline as a communication tool. It allows you to collaborate with your project advisor or supervisor effectively. Sharing your outline early on enables them to provide valuable feedback, ensuring that your project meets the academic requirements and aligns with the expected standards. Their guidance can help refine your ideas, suggest additional sources or methodologies, and prevent pitfalls.

Time Management.  You can effectively plan and prioritize your work by breaking down your project into smaller sections within allocated time frames. This approach helps you avoid the stress of last-minute rushing and ensures a more balanced and systematic project progression.

Evaluation and Assessment.  It acts as a reference point for both yourself and your evaluator to gauge the progress and development of your work. It allows you to cover all the aspects of your project and meet the required standards.

Capstone project outline in a nutshell

While writing a capstone paper outline, there are several key components to include:

• Introduction: Begin your outline with an introduction that provides an overview of the project. State the problem statement or research question you aim to address and explain why the topic is so important. 
• Objectives: Clearly define the objectives of your capstone project. What specific outcomes or goals do you intend to achieve? List them concisely and ensure they align with the project's overall purpose.
• Literature Review: Include a section dedicated to the literature review in your outline. Outline the main theories, concepts, and prior research relevant to your topic. This section should demonstrate your understanding of the existing knowledge in the field.
• Methodology: Describe the methodology you will employ to answer your research question or solve the problem. Outline the data collection methods, analysis techniques, and any other relevant procedures you will use.
• Results and Analysis: Outline how you will present and analyze the data or information you have collected. Specify the techniques, tools, or models you will utilize to interpret the results and draw meaningful conclusions.
• Discussion: Dedicate a section to discussing your findings about your research objectives. Analyze the implications, limitations, and potential applications of your results. Engage in critical thinking and consider alternative perspectives.
• Conclusion: Summarize the main findings and conclusions of your capstone project. Highlight the significance of your work and its contribution to the field. Emphasize any recommendations or future research directions that emerge from your study.
• References: Include a list of the sources you have cited throughout your outline. Follow a consistent citation style (e.g., APA, MLA) and ensure the accuracy and completeness of the references.

Remember, this outline is a flexible framework that will guide you as you write your capstone project. It provides a structure to help you stay focused and organized throughout the process. Adapt it based on your specific project's requirements and your advisor's guidance.

Creating a capstone project outline 

Many students have questions about how to write a capstone project outline. Here's a step-by-step guide to help you through the process:

Step 1: Understand what you’re asked to write 

Start by thoroughly understanding the requirements and guidelines provided by your institution or capstone project supervisor. Familiarize yourself with the expectations, formatting guidelines, and any specific elements they want you to include in the outline. 

💡 Extra tip: Pay close attention to any sections or subsections that must be included. Understanding the requirements from the outset will help you structure your outline effectively.

Step 2: Determine the Key Sections

Identify the main sections that must be included in your capstone project outline. Common sections typically involve an introduction, literature review, methodology, results and analysis, discussion, and conclusion. However, this may vary depending on your field and project requirements.

💡 Extra tip: You can start by researching examples of capstone project outlines within your field to understand the typical sections included. Adapt and customize them to fit the specific needs of your project. 

Step 3: Craft precise section headings

Create clear and concise headings for each section of your outline. These headings should accurately reflect the content and purpose of each section.

💡 Extra tip:  Use clear and descriptive language in your headings to provide a snapshot of each section's cover. It will make it easier for you and others to navigate through the outline.

Step 4: Break down each section

Break down each section into subsections or bullet points to further detail the content you plan to include. This step helps you organize your thoughts and ensures comprehensive project coverage.

💡 Extra tip: Prioritize logical flow and coherence when breaking down each section. Arrange the subsections to enhance the understanding of your project's progression and argument.

Step 5: Provide brief descriptions or key points

Under each sub-section, include brief descriptions or key points that outline the main ideas or arguments you intend to present. These descriptions serve as a roadmap for your writing process.

💡 Extra tip:  Be concise and specific when outlining key points. Aim for clarity and avoid being overly general or vague. These descriptions will guide your writing and ensure that you address all necessary aspects of your project.

Step 6: Consider the Order and Hierarchy

Consider the order and hierarchy of your sub-sections to create a logical and coherent structure. Ensure that the sections flow smoothly and build upon one another.

💡 Extra tip: Consider the most logical progression of ideas and arguments. Arrange your sub-sections to strengthen the overall coherence and readability of your project.

Step 7: Go over your paper one more time 

Review and make necessary revisions to your paper. Check for clarity, completeness, and coherence. Ensure that your outline reflects the scope and depth of your project.

💡 Extra tip:  Seek feedback from your capstone project supervisor, peers, or mentors. Their perspectives can provide valuable insights and help you refine your outline. Be open to making adjustments based on their suggestions.

Step 8: Finalize and follow the outline

Once you are satisfied with your work, finalize it and use it as a guide throughout your project. Follow the structure and content outlined in your outline while conducting research, collecting data, and writing.

💡 Extra tip: Regularly refer to your outline as your project progresses. It will help you stay focused and cover all the necessary aspects outlined in your plan.

Writing a capstone project outline may initially seem overwhelming, but following these steps and incorporating the insights provided can create a well-structured and comprehensive paper. Remember, the outline serves as the foundation for your project, guiding your research and writing process. Take your time, seek guidance when needed, and approach each step with intention and focus. If you just start working on your project, you can gather education сapstone project ideas , which will help you in kicking off an outline. 

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Capstone project outline example & formatting tips 

Your job is to maintain consistency, clarity, and readability. Here are some guidelines on how to format your capstone project outline:

Use a consistent heading hierarchy.  Start with the main title of your capstone project at the top of the page, followed by section headings in a hierarchical format. Use different levels of headings (e.g., Heading 1, Heading 2, Heading 3) to indicate your outline's main sections and subsections.

Do not neglect bullet points or numbering.  Use bullet points or numbering to list the key points or ideas you plan to include within each section and subsection. 

Indentation and spacing.  Use indentation to distinguish between different levels of headings and subheadings visually. It helps to create a clear hierarchy and improves readability. Maintain consistent spacing between sections and subsections for clarity and visual separation.

Formatting style

Use a consistent formatting style throughout your outline. It includes font type, font size, and alignment. Times New Roman or Arial, font size 12, are commonly used for academic documents. Align your text to the left for a professional and clean look.

Here's a general sample of a formatted capstone project outline:

• Introduction
• Background and context
• Problem statement
• Research objectives
• Literature Review
• Key theories and concepts
• Previous research findings
• Gaps in existing knowledge

III. Methodology

• Research design
• Data collection methods
• Data analysis techniques
• Results and Analysis
• Presentation of data
• Data analysis and interpretation
• Discussion of findings
• Implications of findings
• Limitations of the study
• Recommendations for further research
• Summary of main findings
• Contribution to the field
• Final remarks

VII. References

(Include a list of cited sources in the chosen citation style)

Common pitfalls to avoid 

• Avoid using vague or ambiguous language that might lead to confusion regarding the content or objectives of your project.
• Don't overlook the importance of a comprehensive literature review. Avoid a shallow or limited exploration of existing research and theories. Strive to include relevant and up-to-date sources that support your project's objectives.
• Ensure that your outline demonstrates a logical flow of ideas and information and has a connection between different sections. Maintain a coherent narrative throughout your outline.
• While your outline should be concise, it should also provide enough detail to understand the content you plan to include clearly. Avoid being overly vague or omitting important supporting points.
• If you receive feedback or suggestions from your advisor or peers, take the time to consider and incorporate constructive input into your outline. It will help strengthen your project and address any potential issues early on.
• Don’t be afraid to ask for help. If you feel like dealing with the project too much, you can buy capstone project and benefit from the expert assistance. 
• Regularly refer back to your project's objectives and ensure that every section of your outline is aligned with these goals. Avoid including irrelevant or tangential information that does not contribute to the overall purpose of your project.
• Don't delay creating your outline until the last minute. Starting early allows you ample time to refine and revise your outline, seek feedback, and make necessary adjustments before diving into the actual project.

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Written by Jamie Wallace

Jamie Wallace, editor and freelance writer, specializes in Philosophy, Literature, and Art. His interdisciplinary background and passion for critical analysis enable him to assist students in crafting compelling and well-researched papers.

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200+ Capstone Project Ideas for Projects in Every Discipline

Table of contents

• 1 What is a Capstone Project?
• 2 Steps to Choose Your Ideal Capstone Project Topic
• 3 15 Best Nursing Capstone Project Ideas
• 4 15 Attractive Computer Science Capstone Project Ideas
• 5 20 High School Education Capstone Project Ideas for Inspiration
• 6 15 Capstone Project Topics in Information Technology – Search for Your Best
• 7 15 Interesting Psychology Capstone Project Ideas
• 8 15 Capstone Project Ideas for Management Course
• 9 15 Capstone Project Ideas for Your Marketing Course
• 10 15 Best Capstone Engineering Project Ideas
• 11 15 Senior Capstone Project Ideas for MBA
• 12 15 Capstone Project Ideas for an Accounting Course
• 13 10 Environmental Science Capstone Project Ideas
• 14 10 Public Health Capstone Project Ideas
• 15 10 Political Science Capstone Project Ideas
• 16 10 Best Capstone Project Ideas in Economics
• 17 10 Sociology Capstone Project Ideas
• 18 Capstone Writing: 10 Essential Steps

The long path of research works ahead, and you can’t find any capstone project ideas that would be interesting and innovative. The task can seem even more challenging for you to feel all the responsibility of this first step. The top 200+ capstone ideas presented below aim to make a not-so-effort-consuming choice.

These ideas cover a wide range of academic subjects, making sure you find something that matches your interests and goals. Explore this list to find varied topics for capstone projects in areas like information technology, nursing, psychology, marketing, and management. Continue reading and feel inspired to start your capstone project with confidence. Remember, the right choice can greatly affect your academic and professional future.

What is a Capstone Project?

Educational institutions use the capstone project to evaluate your understanding of the course on various parameters. For the students, the work on the project gives an excellent opportunity to demonstrate their presentation, problem-solving and soft skills. Capstone projects are normally used in the curriculum of colleges and schools. Also called a senior exhibition or a culminating project, such assignments mark the end of a course.

This assignment has several different objectives, among which are the following:

• to encourage independent planning,
• to learn to meet up deadlines,
• to practice a detailed analysis,
• to work in teams.

It’s not that easy to pick the right capstone paper topic. The problem intensifies as each student or separate team have to work on a single assignment which has to be unique. The best capstone project ideas may possibly run out. However, whatever topic you opt for, you’d better start your preparation and research on the subject as early as possible.

Steps to Choose Your Ideal Capstone Project Topic

When selecting a topic, consider what truly interests you. Your passion for the subject will shine through in your work and keep you engaged throughout the project. It’s also crucial to choose a topic that aligns with current trends and your future career goals. This strategic approach ensures that your project is relevant and may even impress potential employers.

Here’s how to approach selecting your capstone topic:

Assess Personal Interests and Relevance to Trends:

• Think about the subjects you enjoy most and any current issues in your field that excite you.
• Are there hobbies or activities you are involved in that could inspire your project?
• Make sure your topic not only interests you but also connects with recent developments and trends in your field.

Consider Practicality and Available Resources:

• Evaluate the resources, time, and budget you can access for your project. Can you realistically complete your project with what you have?
• Consider if you have access to necessary data, equipment, and expert advice.

Consultation and Alignment with Career Goals:

• Talk about your ideas with advisors and mentors. They can offer valuable feedback on the practicality and relevance of your proposed topics.
• Your project should help you advance your career goals, so choose a topic that helps demonstrate your professional abilities and ambitions.

Set Clear Objectives and Assess Impact:

• Define what you aim to achieve with your capstone project. Whether it’s solving a specific problem, contributing new knowledge, or creating a practical solution, your goals should guide your research.
• Consider the potential impact of your project. Choose capstone ideas that offer practical applications and could significantly benefit your field or society.

Remember to consider the feasibility of your project ideas. Assess whether you have access to the necessary resources, data, and tools needed to execute your project effectively. Planning with these elements in mind will help ensure that you can realistically complete your capstone project successfully and on time.

15 Best Nursing Capstone Project Ideas

Studying nursing is challenging, as it requires a prominent theoretical foundation and is fully practical at the same time. You should have to do thorough research and provide evidence for your ideas, but what to start with? The preparation for your capstone project in nursing won’t be overwhelming if you use these capstone title ideas:

• Innovation and Improvement in Nursing
• Vaccination Chart Creation
• The Role of Nurses in Today’s Society
• Shortage in Nursing and Its Effects on Healthcare
• Evidential Practices and Their Promotion in Nursing
• Global Changes in the Approach to Vaccination
• Top Emergency Practices
• Preventive Interventions for ADHD
• Quality of Nursing and Hospital Personnel Shifts: The Interrelation
• Ways to Prevent Sexually Transmitted Diseases
• Brand New Approaches in Diagnostics in the Nursing Field
• Diabetes Mellitus in Young Adults: Prevention and Treatment
• Healthcare in Ambulances: Methods of Improvement
• Postpartum Depression Therapy
• The Ways to Carry a Healthy Baby

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15 Attractive Computer Science Capstone Project Ideas

Computer science is so rapidly developing that you might easily get lost in the new trends in the sphere. Gaming and internet security, machine learning and computer forensics, artificial intelligence, and database development – you first have to settle down on something. Check the topics for the capstone project examples below to pick one. Decide how deeply you will research the topic and define how wide or narrow the sphere of your investigation will be.

• Cybersecurity: Threats and Elimination Ways
• Data Mining in Commerce: Its Role and Perspectives
• Programming Languages Evolution
• Social Media Usage: How Safe Is It?
• Classification of Images
• Implementation of Artificial Intelligence in Insurance Cost Prediction
• Key Security Concerns of Internet Banking
• SaaS Technologies of the Modern Time
• The evolvement of Mobile Gaming and Mobile Gambling
• The Role of Cloud Computing and IoT in Modern Times
• Chatbots and Their Role in Modern Customer Support
• Computer Learning Hits and Misses
• Digitalization of Education
• Artificial Intelligence in Education: Perspectives
• Software Quality Control: Top Modern Practices

20 High School Education Capstone Project Ideas for Inspiration

High school education is a transit point in professional education and the most valuable period for personal soft skills development. As a result, high school capstone project ideas cover a wide range of topics. They may range from local startup analysis and engineer’s career path to bullying problems. It’s up to you to use the chosen statement as the ready capstone project title or just an idea for future development.

• A Small Enterprise Business Plan
• Advantages and Disadvantages of Virtual Learning in Schools
• Space Tourism: The Start and Development
• Pros and Cons of Uniforms and Dress Codes
• What is Cyberbullying and How to Reduce It
• Becoming a Doctor: Find Your Way
• A Career in Sports: Pros and Cons
• How to Eliminate the Risks of Peer Pressure
• Ensuring Better Behaviours in Classroom
• Cutting-Edge Technologies: NASA versus SpaceX
• The Reverse Side of Shyness
• Stress in High School and the Ways to Minimize It
• How to Bring Up a Leader
• Outdated Education Practices
• Learning Disabilities: What to Pay Attention to in Children’s Development
• The Impact of Early Childhood Education on Long-Term Academic Success
• Addressing the Achievement Gap in Public Schools
• Evaluating the Effectiveness of STEM Education Programs
• The Role of Parental Involvement in Student Achievement
• Inclusive Education: Strategies for Supporting Students with Disabilities

15 Capstone Project Topics in Information Technology – Search for Your Best

Information technology is a separate area developed on the basis of computer science, and it might be challenging to capture the differences between them. If you hesitate about what to start with – use the following topics for the capstone project as the starting point for your capstone research topics.

• Types of Databases in Information Systems
• Voice Recognition Technology and Its Benefits
• The Perspectives of Cloud Computing
• Security Issues of VPN Usage
• Censorship in Internet Worldwide
• Problems of Safe and Secure Internet Environment
• The Cryptocurrency Market: What Are the Development Paths?
• Analytics in the Oil and Gas Industry: The Benefits of Big Data Utilization
• Procedures, Strengths, and Weaknesses in Data Mining
• Networking Protocols: Safety Evaluation
• Implementation of Smart Systems in Parking
• Workplace Agile Methodology
• Manual Testing vs. Automated Testing
• Programming Algorithms and the Differences Between Them
• Strengths and Weaknesses of Cybersecurity
• Free unlimited checks
• All common file formats
• Accurate results
• Intuitive interface

15 Interesting Psychology Capstone Project Ideas

Society shows increasing attention to mental health. The range of issues influencing human psychology is vast, and the choice may be difficult. You’ll find simple capstone project ideas to settle on in the following list.

• The Impact of Abortion on Mental Health
• Bipolar Disorder and Its Overall Effects on the Life Quality
• How Gender Influences Depression
• Inherited and Environmental Effects on Hyperactive Children
• The Impact of Culture on Psychology
• How Sleep Quality Influences the Work Performance
• Long- and Short-Term Memory: The Comparison
• Studying Schizophrenia
• Terrorist’s Psychology: Comprehension and Treatment
• The Reasons for Suicidal Behaviour
• Aggression in Movies and Games and Its Effects on Teenagers
• Military Psychology: Its Methods and Outcomes
• The Reasons for Criminal Behavior: A Psychology Perspective
• Psychological Assessment of Juvenile Sex Offenders
• Do Colours Affect The Brain?

15 Capstone Project Ideas for Management Course

Studying management means dealing with the most varied spheres of life, problem-solving in different business areas, and evaluating risks. The challenge starts when you select the appropriate topic for your capstone project. Let the following list help you come up with your ideas.

• Innovative Approaches in Management in Different Industries
• Analyzing Hotels Customer Service
• Project Manager: Profile Evaluation
• Crisis Management in Small Business Enterprises
• Interrelation Between Corporate Strategies and Their Capital Structures
• How to Develop an Efficient Corporate Strategy
• The Reasons For Under-Representation of Managing Women
• Ways to Create a Powerful Public Relations Strategy
• The Increasing Role of Technology in Management
• Fresh Trends in E-Commerce Management
• Political Campaigns Project Management
• The Risk Management Importance
• Key Principles in the Management of Supply Chains
• Relations with Suppliers in Business Management
• Business Management: Globalization Impact

15 Capstone Project Ideas for Your Marketing Course

Marketing aims to make the business attractive to the customer and client-oriented. The variety of easy capstone project ideas below gives you the start for your research work.

• How to Maximize Customer Engagement
• Real Businesses Top Content Strategies
• Creation of Brand Awareness in Online Environments
• The Efficiency of Blogs in Traffic Generation
• Marketing Strategies in B2B and B2C
• Marketing and Globalization
• Traditional Marketing and Online Marketing: Distinguishing Features
• How Loyalty Programs Influence Customers
• The Principles of E-Commerce Marketing
• Brand Value-Building Strategies
• Personnel Metrics in Marketing
• Social Media as Marketing Tools
• Advertising Campaigns: The Importance of Jingles
• How to Improve Marketing Channels
• Habitual Buying Behaviours of Customers

15 Best Capstone Engineering Project Ideas

It’s challenging to find a more varied discipline than engineering. If you study it – you already know your specialization and occupational interest, but the list of ideas below can be helpful.

• How to Make a Self-Flying Robot
• How to Make Robotic Arm
• Biomass-fuelled Water Heater
• Geological Data: Transmission and Storage
• Uphill Wheelchairs: The Use and Development
• Types of Pollution Monitoring Systems
• Operation Principles of Solar Panels
• Developing a Playground for Children with Disabilities
• The Car with a Remote-Control
• Self-Driving Cars: Future or Fantasy?
• The Perspectives of Stair-Climbing Wheelchair
• Mechanisms of Motorized Chains
• How to Build a Car Engine
• Electric Vehicles are Environment-Friendly: Myth or Reality?
• The Use of Engineering Advancements in Agriculture

15 Senior Capstone Project Ideas for MBA

Here you might read some senior capstone project ideas to help you with your MBA assignment.

• Management Strategies for Developing Countries Businesses
• New App Market Analysis
• Corporate Downsizing and the Following Re-Organization
• How to Make a Business Plan for a Start-Up
• Relationships with Stakeholders
• Small Teams: Culture and Conflict
• Organization Managing Diversity
• What to Pay Attention to in Business Outsourcing
• Business Management and Globalization
• The Most Recent HR Management Principles
• Dealing with Conflicts in Large Companies
• Culturally Differentiated Approaches in Management
• Ethical Principles in Top-Tier Management
• Corporate Strategy Design
• Risk Management and Large Businesses

15 Capstone Project Ideas for an Accounting Course

Try these ideas for your Capstone Project in Accounting – and get the best result possible.

• How Popular Accounting Theories Developed
• Fixed Assets Accounting System
• Accounting Principles in Information Systems
• Interrelation Between Accounting and Ethical Decision-Making
• Ways to Minimize a Company’s Tax Liabilities
• Tax Evasion and Accounting: Key Principles
• Auditing Firm Accounting Procedures
• A New Accounting Theory Development
• Accounting Software
• Top Three World Recessions
• Accounting Methods in Proprietorship
• Accounting Standards Globally and Locally
• Personal Finance and the Recession Effect
• Company Accounting: Managerial Principles and Functions
• Payroll Management Systems

10 Environmental Science Capstone Project Ideas

Here are ten innovative capstone project ideas in Environmental Science. They address pressing ecological challenges and promote sustainable practices:

• Assessing the Impact of Plastic Waste on Marine Life
• Urban Heat Islands: Mitigation Strategies for Cities
• Renewable Energy Adoption in Rural Areas
• Conservation Strategies for Endangered Species
• Evaluating the Effectiveness of National Parks in Biodiversity Preservation
• Sustainable Agriculture Practices for Reducing Carbon Footprint
• The Role of Wetlands in Climate Change Mitigation
• Analysis of Water Quality in Local Rivers and Lakes
• Impact of Urban Development on Local Wildlife
• Strategies for Reducing Air Pollution in Urban Areas

10 Public Health Capstone Project Ideas

Here are ten capstone project topics in Public Health. These ideas will help students study and better understand important health issues in their communities:

• Community-Based Approaches to Combat Obesity
• Strategies to Increase Vaccination Rates in Underserved Populations
• Evaluating Mental Health Services in Rural Communities
• Reducing Substance Abuse Among Adolescents
• Impact of Housing Conditions on Health Outcomes
• Public Health Education Campaigns for Preventing Heart Disease
• Assessing the Effectiveness of Smoking Cessation Programs
• Addressing Health Disparities in Minority Populations
• Implementing Telehealth Solutions for Chronic Disease Management
• Improving Access to Maternal Healthcare Services

10 Political Science Capstone Project Ideas

• The Impact of Social Media on Political Campaigns
• Voter Turnout: Strategies to Increase Participation
• Analyzing the Effectiveness of Lobbying in Policy Making
• The Role of International Organizations in Global Governance
• Electoral Reforms: Comparative Analysis of Different Countries
• Public Opinion and Its Influence on Government Policy
• The Effect of Political Polarization on Legislative Processes
• Human Rights Violations: Case Studies and Policy Recommendations
• The Role of Grassroots Movements in Political Change
• Analyzing the Effectiveness of Environmental Policies

10 Best Capstone Project Ideas in Economics

Here are ten capstone project topics in economics. They will help you to explore and analyze key economic issues and trends.

• The Impact of Minimum Wage Increases on Small Businesses
• Analyzing Income Inequality in Urban Areas
• The Economics of Renewable Energy Adoption
• Evaluating the Effects of Trade Policies on Local Economies
• The Role of Microfinance in Alleviating Poverty
• Assessing the Economic Impact of Immigration
• The Future of Work: Automation and Job Displacement
• Analyzing the Effects of Tax Reform on Economic Growth
• Behavioral Economics: Nudging Towards Better Financial Decisions
• The Economics of Healthcare Access and Affordability

10 Sociology Capstone Project Ideas

• The Impact of Social Media on Youth Identity Formation
• Analyzing the Effects of Urbanization on Community Life
• Gender Roles in Modern Society: Shifts and Challenges
• The Influence of Family Dynamics on Educational Attainment
• Social Movements and Their Impact on Policy Change
• The Role of Religion in Shaping Social Norms
• Studying Homelessness: Causes and Solutions
• The Effects of Social Inequality on Mental Health
• Racial and Ethnic Identity in Multicultural Societies
• The Influence of Pop Culture on Social Values

Capstone Writing: 10 Essential Steps

Be it a senior capstone project of a high school pupil or one for college, you follow these ten steps. This will ensure you’ll create a powerful capstone paper in the outcome and get the best grade:

• One of the tips for choosing a topic that your professors would be interested in is picking a subject in the course of your classes. Make notes during the term, and you will definitely encounter an appropriate topic.
• Opt for a precise topic rather than a general one. This concerns especially business subjects.
• Have your capstone project topic approved by your professor.
• Conduct a thorough information search before developing a structure.
• Don’t hesitate to do surveys; they can provide extra points.
• Schedule your time correctly, ensuring a large enough time gap for unpredictable needs.
• Never avoid proofreading – this is the last but not least step before submission.
• Stick up to the topic and logical structure of your work.
• Get prepared to present your project to the audience, learn all the essential points, and stay confident.
• Accept feedback open-mindedly from your teacher as well as your peers.

Preparation of a powerful capstone project involves both selection of an exciting topic and its in-depth examination. If you are interested in the topic, you can demonstrate a deep insight into the subject to your professor. The lists of ideas above will inspire you and prepare you for the successful completion of your project. Don’t hesitate to try them now!

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Capstone Project Ideas to Spark Your Academic Creativity

Welcome to the exciting yet challenging phase of your academic journey – the capstone project. This comprehensive assignment is your chance to showcase the knowledge and skills you’ve accumulated throughout your educational tenure. Here, we’ll delve into what makes a great capstone project and provide some inspiring ideas to help you find your ideal topic.

🎓 Understanding the Capstone Project

First, let’s define what a capstone project is. It’s a multifaceted assignment that serves as a culminating academic and intellectual experience within your field of study. This task can take various shapes, from case studies and research papers to performances and exhibits, and its nature largely depends on your academic discipline.

The project’s ultimate aim is to engage you in critical thinking and problem-solving, contributing to your field in meaningful ways.

🎯 How to Choose a Perfect Capstone Topic: A Comprehensive Guide

Picking the perfect topic for your capstone project is a journey rather than a simple choice. A well-chosen topic fuels your passion, keeps you motivated, and showcases your academic growth. Here’s a comprehensive step-by-step guide to make the journey smooth and rewarding:

• Discover Your Academic Passion: What excites you in your field of study? Look back on your academic journey. Reflect on courses that kept you hooked or career objectives that drive you. This passion could ignite the spark for your capstone project.
• Understand the Importance: Your capstone topic should be significant, with the potential to add to or enhance existing knowledge in your field. It should align with industry trends, meet contemporary needs, and lend fresh insights or a unique viewpoint.
• Scope it Right: Your capstone project should be an exhibition of your academic prowess, but it shouldn’t be overwhelmingly broad. Conversely, it shouldn’t be so specific that it limits your exploration. Strike a balance between ambition and feasibility.
• Embark on a Preliminary Expedition: Early stage research is a stepping stone to solidifying your topic. Dig into existing literature and debates. This understanding can aid in sculpting your approach, ensuring your project brings something new to the table.
• Welcome Perspectives: Share your thoughts with your mentor or colleagues. They can offer valuable feedback, suggest alternate angles, or highlight any potential roadblocks. An outside perspective often brings clarity.
• Measure the Practicality: Last but certainly not least, check the feasibility of your chosen topic. ake a moment to evaluate the resources, time, and competencies needed to successfully complete your project. Aspiring high is commendable, yet it’s crucial to stay grounded and realistic.

Remember, your capstone topic should be a torchbearer of your intellectual curiosity, paving the way for deep research and substantial contribution to your field. Choose wisely and let your journey to knowledge be an exhilarating one.

📚 Capstone Project Ideas by Field of Study

Ready for some inspiration? Let’s explore some intriguing capstone project ideas according to different fields:

🧪 STEM Capstone Project Ideas

STEM students are uniquely positioned to solve problems and design innovative solutions. If you’re searching for a topic that will highlight your skills and contribute to your field, consider these stimulating ideas:

• Improving Cybersecurity Measures in the Age of IoT
• Development of Renewable Energy Storage Systems
• Artificial Intelligence in Environmental Conservation
• Autonomous Vehicles and Traffic Management
• Machine Learning in Predictive Healthcare
• Smart Cities: Urban Planning with AI and IoT
• Biometric Authentication Systems in Digital Banking
• Drones for Precision Agriculture
• Blockchain Technology in Supply Chain Management
• Wearable Tech for Chronic Disease Management
• Virtual Reality in Distance Education
• Climate Change Modeling Using Big Data
• Robotic Surgery and Patient Outcomes
• Predicting Disease Outbreaks using Data Analysis
• Nano-technology in Drug Delivery Systems

🩺 Nursing Capstone Project Ideas

Nursing students stand at the core of patient care, with their roles playing a significant part in the enhancement of healthcare delivery. If you’re searching for a topic that will not only stretch your capabilities but also hold potential for real-world application, we’ve compiled some stimulating ideas for you:

• The Role of Nurses in Palliative Care
• Mental Health Assessment in Primary Care
• Pediatric Pain Management Techniques
• Prevention of Hospital-Acquired Infections
• Improving Patient-Nurse Communication
• Home Care for Alzheimer’s Patients
• Stress Management Techniques for Nurses
• Telemedicine and Patient Satisfaction
• Addressing Health Disparities in Underserved Populations
• Nutrition Education for Type 2 Diabetes Patients
• Supporting Mental Health in Oncology Patients
• Nursing Interventions for Substance Abuse Patients
• Postpartum Depression: Early Diagnosis and Treatment
• Improving Adherence to Antihypertensive Therapy
• Pediatric Obesity Prevention Strategies in Primary Care

Further reading: Capstone Projects for Nursing Programs

🌍 Humanities and Social Sciences Capstone Project Ideas

The vast landscape of humanities and social sciences presents an abundance of captivating subjects. The confluence of cultural studies, historical perspectives, philosophical inquiries, and sociological understanding forms a rich bedrock for generating engaging topics.

• The Influence of Social Media on Public Opinion
• Gender Roles in Contemporary Literature
• Migration Patterns and Cultural Exchange
• Ethical Implications of Privacy in the Digital Age
• Impact of Globalization on Indigenous Cultures
• The Role of Art in Social Movements
• Historical Analysis of Propaganda in Politics
• Mental Health Stigma in Different Cultures
• Religious Influences on Social Norms
• Evolving Family Structures in the 21st Century
• Effects of Pop Culture on Youth Identity Formation
• Race, Class, and Education Disparities
• The Rise of Feminism in Cinema
• Societal Impact of Climate Change Policies
• The Philosophy of Artificial Intelligence

Further reading: Social Sciences Capstone Projects

💼 Business and Economics Capstone Project Ideas

Business and economics studies offer countless opportunities to examine real-world phenomena. They encompass various aspects of commerce, trade, fiscal policies, and market trends. Below are 15 captivating capstone project ideas:

• The Impact of E-commerce on Small Businesses
• Corporate Social Responsibility and Brand Image
• Market Analysis of Green Energy Industries
• The Influence of Brexit on Global Trade
• Consumer Behavior in the Post-pandemic Economy
• Effects of Remote Work on Productivity
• Cryptocurrencies and Financial Stability
• Emerging Markets and Globalization
• Influence of Corporate Culture on Employee Retention
• The Role of Innovation in Business Survival
• Sustainable Supply Chain Management
• Impact of Government Policies on Start-ups
• Gender Wage Gap: Causes and Solutions
• Fintech Innovations and Traditional Banking
• Economic Consequences of Climate Change Policies

Further reading: Economics Student Theses and Capstone Projects

🎨 Arts and Design Capstone Project Ideas

The world of arts and design is expansive and continually evolving. Whether it’s visual art, graphic design, fashion, or film, the opportunities for creative exploration are limitless. Here are 15 enticing capstone project ideas:

• The Impact of Digital Technology on Traditional Art Forms
• Evolution of Graphic Design Styles in the Last Decade
• Cultural Influence on Fashion Trends
• The Role of Art in Mental Health Therapy
• Color Psychology in Branding and Advertising
• Sustainable Practices in Interior Design
• Cinematic Techniques in Modern Film-Making
• Street Art and Urban Regeneration
• Analysis of Architectural Styles and Their Cultural Significance
• Animation Technology and Evolution of Cartoon Storytelling
• Fashion and Identity in Contemporary Society
• Impact of Social Media on Photography Trends
• Revival of Traditional Crafts in Modern Design
• Role of Virtual Reality in Art Presentation and Appreciation
• Sound Design and Emotional Engagement in Film
• Computer Science Capstone Project Ideas

🏥 Health and Medical Sciences Capstone Project Ideas

In the rapidly advancing field of computer science, the possibilities for exploration are nearly infinite. From cybersecurity to AI, there are myriad opportunities for impactful study. Below are 15 compelling capstone project ideas:

• Artificial Intelligence in Healthcare: Prospects and Challenges
• The Role of Big Data in Business Decision Making
• Ethical Implications of Facial Recognition Technology
• Machine Learning Applications in Climate Change Research
• Cybersecurity Measures in E-commerce
• Blockchain Technology and Its Potential Beyond Cryptocurrencies
• Development of Assistive Technology for Individuals with Disabilities
• Impact of Quantum Computing on Cybersecurity
• The Future of Autonomous Vehicles: Technological and Ethical Considerations
• Cloud Computing: Security Issues and Solutions
• Natural Language Processing and the Evolution of Chatbots
• Using Virtual Reality for Immersive Learning Experiences
• Internet of Things (IoT) in Smart Home Systems
• Software Development for Remote Work Collaboration
• Augmented Reality and its Application in E-commerce

📊 Management Capstone Project Ideas

Navigating the complex world of management requires an intricate blend of theory, practical skills, and innovative thinking. Exploring these areas through a capstone project can provide fascinating insights. Here are 15 compelling topic ideas:

• Innovative Leadership Styles in the Tech Industry
• Effective Change Management During Mergers and Acquisitions
• Ethical Considerations in Supply Chain Management
• The Impact of Remote Work on Team Dynamics
• Role of Emotional Intelligence in Effective Management
• Strategies for Enhancing Employee Engagement and Retention
• Effects of Corporate Social Responsibility on Brand Image
• Project Management Techniques in Agile Environments
• Crisis Management Strategies in the Hospitality Industry
• The Influence of Corporate Culture on Employee Performance
• Management of Innovation and Creativity in Start-ups
• Data-Driven Decision Making in Business Management
• The Role of Leadership in Organizational Transformation
• Sustainable Practices in Operations Management
• Strategic Human Resource Management and Organizational Success

🧠 Psychology Capstone Project Ideas

Psychology offers a wealth of areas to explore, from human behavior to mental health. Below are 15 intriguing capstone project ideas:

• Impact of Social Media on Adolescent Self-Esteem
• Employing Cognitive Behavioral Therapy in the Management of Anxiety Disorders
• The Role of Mindfulness in Stress Management
• Psychological Implications of Long-Term Remote Work
• Attachment Styles and Their Influence on Adult Relationships
• The Effect of Sleep Deprivation on Cognitive Functions
• Psychological Strategies for Pain Management
• Role of Positive Psychology in Enhancing Workplace Productivity
• Emotional Intelligence and Its Impact on Leadership Effectiveness
• Effects of Virtual Reality Therapy in Treating PTSD
• Understanding the Psychological Impact of Chronic Illness
• Mental Health Stigma in the Workplace: Causes and Consequences
• The Echo of Childhood Trauma: How Early Life Experiences Affect Adult Mental Well-being
• The Influence of Nutrition on Mental Health
• The Psychology Behind Procrastination and Strategies to Overcome It

Further reading: 5 Forensic Psychology Capstone Project Ideas

🎓 MBA Capstone Project Ideas

In an ever-evolving business landscape, MBA students must remain at the forefront of new concepts, practices, and trends. Here are 15 intriguing capstone project ideas:

• Digital Transformation: Impact on Business Strategy
• Entrepreneurship: Start-up Success Factors in the Tech Industry
• Corporate Social Responsibility: Role in Stakeholder Satisfaction
• Sustainable Business Models in the Green Economy
• Leadership in a Multicultural Business Environment
• Business Intelligence and Its Effect on Strategic Decision Making
• Organizational Culture: Impact on Innovation and Creativity
• Artificial Intelligence in Business: Risks and Rewards
• Business Strategies for Enhancing Customer Loyalty
• Impact of Globalization on Small and Medium Enterprises (SMEs)
• Influence of E-commerce on Retail Businesses
• Corporate Governance and Business Ethics
• Customer Relationship Management in the Digital Age
• Strategic Marketing in a Hypercompetitive Environment
• Fintech and Its Influence on Traditional Banking

Further reading: MBA Capstone & Thesis | 2022 Guide

🧮 Accounting Capstone Project Ideas

Accounting plays a critical role in business operations. Here are 15 compelling capstone project ideas for accounting students:

• Forensic Accounting: Role in Fraud Detection and Prevention
• Ethics in Accounting: An Evaluation of Current Standards and Practices
• Impact of Blockchain Technology on the Accounting Industry
• Effective Internal Control Systems in Multinational Corporations
• Financial Ratios as Predictors of Corporate Bankruptcy
• The Role of Artificial Intelligence in Financial Auditing
• Sustainable Accounting: Challenges and Opportunities
• Tax Evasion: Causes, Consequences, and Prevention Strategies
• Impact of IFRS Adoption on Financial Reporting
• Accounting Information Systems: Enhancing Business Efficiency
• Management Accounting and Decision Making
• Earnings Management: Motivations and Implications
• Accounting for Non-profit Organizations: Unique Challenges and Solutions
• The Role of Accountants in Corporate Strategy and Governance
• Cost Accounting in Manufacturing Industries: Optimizing Efficiency

Further reading: Thesis and Capstone Requirements for Accounting Programs

📅 Planning Your Capstone Project

Successfully completing a capstone project requires careful planning and execution. To help you stay organized and on track, follow this detailed project planning guide. This table outlines the key steps and their corresponding deadlines, providing a structured approach to your capstone project.

By following this project planning table, you can ensure that you stay on schedule and manage your time effectively throughout the course of your capstone project. Each step is crucial to the successful completion of your project, so be sure to adhere to the deadlines and seek guidance from your advisors as needed.

💡 Additional Tips for Planning Your Capstone Project

• Stay Organized: Keep all your research, notes, and drafts well-organized.
• Seek Feedback: Regularly consult with your advisor and peers to get constructive feedback.
• Adjust as Needed: Be flexible and adjust your plan if necessary, but try to stick to the deadlines as closely as possible.
• Stay Motivated: Remember why you chose your topic and stay passionate about your work.

📚 Resources for Your Capstone Project

To successfully complete your capstone project, it’s essential to have access to the right resources. The following table lists various resources that can aid you in your research and project execution.

By utilizing these resources, you can enhance the quality of your research and ensure the success of your capstone project. Here are some additional tips to help you make the most of these resources:

• Explore Various Sources: Don’t limit yourself to one type of resource. Use a combination of books, articles, and online databases to gather comprehensive information.
• Stay Organized: Keep track of your resources and references using tools like citation managers (e.g., Zotero or EndNote).
• Seek Guidance: Don’t hesitate to ask your advisor or peers for recommendations on useful resources.

🚀 Embarking on Your Capstone Project Journey

After settling on a topic, it’s time to roll up your sleeves and immerse yourself in the project. Start by conducting a comprehensive preliminary research to understand your topic’s breadth and depth. Draft a clear plan of action, adhere to it, and don’t forget to consistently communicate with your mentor for guidance.

The capstone project is your stepping stone into the professional world. Treat it as a thrilling opportunity rather than a daunting task. Keep in mind, your academic mentors and fellow students are invaluable resources for guidance and support. Don’t hesitate to seek their assistance when necessary. Now, equipped with a handful of novel ideas, you’re primed to embark on this exhilarating academic journey. Best of luck with your capstone project!

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Home > Colleges, Schools, and Departments > College of Arts and Sciences > Psychology > Psychology

Psychology Honors Capstone Projects

A Comparison of Anxiety-related Behavior on the Elevated Plus Task Following Environmental Enrichment in Two Mouse models for Autism , Khemiah Burke

How PTSD and Alcohol Misuse in Veterans Differ According to Family Structure and Support , Alexandra Berge

The Role of Patient-Provider Communication in Parent Perceptions about ADHD and Treatment , Yelim Chung

Shame and Guilt Proneness Pre-Diagnostic Scale for Depression, PTSD, and Suicidal Ideation in Active Duty Veterans , Elizabeth Fantini

The Psychology of Consumer Resistance to Advertising , Chi-Ching Lam

Accuracy of Target Detection in Two RSVP Tasks , Shealyn O'Halloran

Consumer-Brand Relationships: How and Why We Form Them , Kristian Perez

Examining the Potential of the “CSI Effect” to Create False Expectations in Jurors in Regard to Expert Testimony , Sarah Stewart

Assessing Pre-sleep Experiences in a Population of Depressed and Non-depressed College Students , Lawrencia Teris

The Influence of Dispositional Greed on Creativity: A Conservation of Resources Perspective , Allyson Tiriolo

Psychological Reactivity to Dental Images and Sounds , Josue Deya

Audio-visual integration is strongest for spatially congruent stimuli , Alyssa Prawl

“What did u say?”: Examining Multi-Tasking Effects on Academic Performance , Emelio Woodstock

Illusory Correlations in Mental Illness Stigma , Katrina Aberizk

The Effects of Descriptive and Injunctive Peer Norms on Young Adult Alcohol Use , Samantha Paige DeTore

An Exploration of the Societal Impact of Neuroethics in Scientific and General Communities , Katelyn Marie Edel

Expanding Openness: The Effect of Actor Emotional Expression on Audience Openness to Experience , Amalia Golomb-Leavitt

Mass Shootings and Mental Illness Perception , Sierra M. Korb

Public Stigma in College Students Diagnosed with Attention Deficit / Hyperactivity Disorder (ADHD) , Kristen Pyke

The experience of stress in women diagnosed with polycystic ovary syndrome , Amanda Canavatchel

Attenuating the Attentional Blink and its Consequences: Support for the Wyble-Bowman-Nieuwenstien model , Samantha Riane Debes

Investigating the Relationships Between Personality, Valence and Modern Health Worries , Thomas Green

Exploring Student Perceptions of Resident Advisors , Shyneice C. Porter

The Threat of an Innocent Victim: How Perspective-Taking and Mood Affect Perceptions of Victims , Reid A. Searls

Comparing Oral Reading Fluency Growth to Elementary-Level Students’ Pre-Assessment Disposition , Katie Flatley

Academic and Mental Health Functioning in College Students with Chronic Medical Conditions , Casey Lawless

The Stigma of Mental Illness, Ambivalent Attitudes, and Motivation to Learn , Jennifer Moore

Investigating the Relationship Between Goal- Oriented Strivings and Motives for Engaging in Physical Activity , Minakshi Raj

Methods for Aggregating Descriptive Assessment Data Prior to Conducting a Matching Analysis , Mary-Jo Robinson

The Prefrontal Cortex: A Predictor of Psychotic Symptoms in Children with 22q11.2 Deletion Syndrome? , Nicole Addonizio

Assessment of SUNY Upstate Medical University’s Child Telepsychiatry Consultation Program , Mary E. Lau

Is Creativity Related to Physical Health? The Relationships Between Creativity, Flow, Self-Esteem, Physical Activity and Health-Related Quality of Life , Molly Siwula

The Association of Type-D Personality and Prognosis Following Diagnosis of Cardiovascular Disease: A Review and Meta-Analysis , Kelsey O'Dell

Gender Socialization in Toys by Parents , Christina A. Simmons

Virtual Teams Affect, Performance and Interpersonal Perception with Unexpected Leadership Change , Jeanette M. Zoeckler

Drinking Motives and Self-Other Differences of College Norms of Alcohol-Related Consequences and Protective Behavioral Strategies , Kristyn Lao

Evolutionary Mating Traits: When Costly Signals Emerge , David Taube

The Effect of Computer-based Biofeedback on Creativity , Qin Li

The Third Incident of JP Mercer a collection of short fiction , Lauren Picard

A Computer-based Study of Mnemic Neglect , Maxwell S. Sapolsky

Social Olfaction in Maternally Separated CD-1 Mouse Pups , Kia Hope Shine

The Media’s Influence in Everyday Life on Women’s Perception of Body Image , Sarah Christian

The Influence of Hunger on Attitudes: Does it Go Beyond Foods? , Euiyoung Kate Min

Moral Emotion Regulation: The Case of Abortion Attitudes , Steven Nydick

Psychological Predictors of Success in Bariatric Surgery Patients: A Meta-Analytic Review , Elizabeth C. Thompson

Memory & Cognition: What difference does gender make? , Donna J. Bridge

A Comparison of Oral Reading Fluency Interventions: Group-based Fluency Trials Versus Individualized Repeated Readings , Lynne Gertz

A Systematic Review of the Methodology of Expressive Writing Intervention Studies: Examining Location , Vanessa Juth

Risk Factors and Their Effects on the Comorbidity of Asthma and Anxiety Disorders in School Aged Children , Stephanie P. Seigel

The Relationship Between Psychopathology in Caregivers and their Children with Asthma , Jaime L. Benson

Comparing Montessori Education and Conventional Education on Aspects of Creativity , Tiffany Jones

The Effects of the Availability Heuristic on Student's Judgments of Others Alcohol Consumption , Jennifer McEnroy

The Effects of Core Affect, Emotion, and Self-Efficacy on Physiologic Response to Social Stressors , Jessica L. Reedy

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Capstone Project Ideas: 165 Topics Across Nursing, Marketing, Education, and More!

Capstone projects often require students to tackle real-world problems, providing practical solutions and insights that extend beyond the academic realm. They encourage a multidisciplinary approach, allowing students to apply knowledge and skills gained from various courses and disciplines, fostering a holistic understanding. 

Capstone projects contribute to professional development by simulating workplace scenarios, preparing students for challenges they might encounter in their future careers. If the scope of your capstone project feels daunting, remember, you can always ask for professional help with a simple request like "i want to pay someone to do my project ." In this article, we’ll explain the nature of this assignment and offer 100+ capstone project topic ideas so you can get inspired and motivated to get past the creative slowdown.

Definition and How to Choose a Great Topic for Capstone Project

First, let’s start by explaining what is a capstone project. By definition, it is a culminating and integrative academic experience that students undertake typically in their final year of study. It is designed to demonstrate the knowledge, skills, and competencies gained throughout a program of study. Capstone projects vary across disciplines and institutions, but they generally require students to apply what they have learned to address a real-world problem, conduct original research, or create a significant project.

Here are key components and steps to consider when choosing a great capstone project topic:

Relevance to Your Field of Study:

Choose a topic that aligns with your major or specialization. The capstone project should showcase your expertise and knowledge in your chosen field.

Personal Interest:

Select a topic that genuinely interests you. Your enthusiasm for the subject will sustain your motivation throughout the project, making the experience more rewarding.

Real-World Application:

Consider topics that have practical implications in the real world. This could involve addressing a problem, proposing a solution, or conducting research that has the potential to make a meaningful impact.

Identify a Gap or Problem:

Look for areas in your field where there might be gaps in knowledge or existing problems that need solutions. Your capstone project can contribute to filling these gaps or solving identified problems.

Feasibility:

Assess the feasibility of your project. Consider the resources, time, and access to data or materials that you will need. A feasible project is one that you can realistically complete within the given time frame and with the available resources.

Faculty Expertise:

Check if there are faculty members with expertise in your chosen area of interest. Having a mentor who is knowledgeable about your topic can provide valuable guidance and support.

Interdisciplinary Approach:

Explore the possibility of integrating knowledge from multiple disciplines if it enhances the depth and breadth of your project. Interdisciplinary projects can be particularly innovative and impactful.

Current Trends and Issues:

Stay updated on current trends, issues, and debates in your field. Choosing a topic that is relevant to contemporary discussions can make your project more engaging and meaningful.

Project Scope:

Define the scope of your project clearly. A well-defined and focused project is more likely to be successful than one that is too broad or vague.

Consult with Advisors:

Seek advice from your academic advisors or mentors. They can provide valuable insights, help you refine your ideas, and ensure that your project meets the academic standards of your institution.

Remember, the capstone project is not only a demonstration of your academic abilities but also an opportunity to explore, innovate, and contribute to your field of study. Choosing a great capstone project topic involves a balance between personal interest, academic relevance, and real-world applicability.

• Choose a capstone topic aligned with your personal interests and passions within your field.
• Identify and address current challenges or gaps in your field for a relevant and impactful project.
• Review past courses and projects for inspiration, focusing on topics that sparked your interest.
• Consider combining insights from different disciplines to create a unique and innovative capstone project.
• Seek guidance from academic advisors or mentors to refine and validate your capstone project ideas.
• Ensure your project is feasible by assessing available resources, time constraints, and data access.
• Stay updated on current trends, debates, and issues in your field for a relevant and timely capstone topic.

Keep in mind that while working on your capstone, you’ll still have to complete other written assignments. Simply say, ‘ Write my essay , EssaPro!’ and our experts will take it from there. 

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Capstone Project Ideas to Get You Started  

Generating capstone project ideas is a multifaceted process that involves introspection, research, and collaboration. Begin by reflecting on your personal interests and passions within your academic field. Consider the topics that have captured your curiosity throughout your studies, and think about areas where you'd like to apply your knowledge more extensively. Additionally, review your coursework, assignments, and past projects to identify subjects that stood out or sparked your enthusiasm.

Stay abreast of current issues and trends in your field by perusing academic journals, industry publications, and news sources. This awareness can help you pinpoint emerging challenges or gaps that your capstone project could address. Engage in brainstorming sessions with peers, professors, or industry professionals to gain different perspectives and foster creative thinking. Collaborative discussions often lead to novel ideas and innovative approaches. Furthermore, explore interdisciplinary opportunities, combining insights from various disciplines, as these projects can offer unique solutions and perspectives. 

As you generate ideas, consider the practical applications of your academic knowledge, aiming for projects with tangible real-world impacts. Finally, evaluate the feasibility of potential projects, ensuring they align with your long-term academic or career goals and are achievable within given constraints. Remember, the process is iterative, and refining or combining ideas may lead to a distinctive and compelling capstone project. If that doesn’t work, the best solution is to use professional services that can save you lots of time and nerves, as well as deliver a brilliant paper. 

Nursing Capstone Project Ideas

If you're at the outset of your nursing capstone project, we recommend consulting our guide on how to write a nursing essay .

• Exploring innovations in patient monitoring systems.
• Enhancing communication in multidisciplinary healthcare teams.
• Implementing mobile health apps for patient education.
• Assessing the impact of nursing staff training on patient outcomes.
• Reducing medication errors through technology integration.
• Designing culturally competent nursing care programs.
• Investigating the role of telemedicine in rural healthcare.
• Promoting mental health awareness in critical care settings.
• Analyzing the effectiveness of nurse-led health promotion initiatives.
• Improving end-of-life care practices in hospice settings.
• Addressing burnout among nursing professionals.
• Enhancing infection control measures in healthcare facilities.
• Integrating simulation training in nursing education programs.
• Evaluating the impact of nurse staffing levels on patient outcomes.
• Developing strategies for nurse-led community health outreach programs.

Information Technology Capstone Project Ideas

• Developing a secure and user-friendly authentication system.
• Designing an intelligent chatbot for customer support.
• Implementing blockchain technology for data security.
• Analyzing trends in big data for business intelligence.
• Enhancing cybersecurity measures for online transactions.
• Creating a virtual reality application for employee training.
• Developing an automated system for IT service management.
• Designing a machine learning algorithm for anomaly detection.
• Improving cloud computing efficiency through resource optimization.
• Evaluating the usability of mobile apps for healthcare delivery.
• Designing a data analytics platform for social media insights.
• Implementing a network intrusion detection system for cybersecurity.
• Developing a software solution for efficient project management.
• Creating a mobile app for language translation in real-time.
• Enhancing user experience in e-commerce platforms through AI.

MBA Capstone Project Ideas

• Strategic analysis of market entry for a global company.
• Optimizing supply chain management for cost efficiency.
• Developing a business continuity plan for crisis management.
• Evaluating the impact of digital marketing on consumer behavior.
• Analyzing financial strategies for sustainable business growth.
• Implementing data-driven decision-making processes in organizations.
• Assessing the effectiveness of leadership development programs.
• Investigating the role of corporate social responsibility in brand perception.
• Analyzing the impact of mergers and acquisitions on organizational culture.
• Developing a comprehensive talent management strategy.
• Implementing performance measurement systems for organizational success.
• Evaluating the effectiveness of business process reengineering.
• Analyzing the impact of globalization on business strategy.
• Developing strategies for effective change management in organizations.
• Investigating the role of emotional intelligence in leadership effectiveness.

Management Capstone Project Ideas

• Leadership development and its impact on organizational success.
• Change management strategies for mergers and acquisitions.
• Improving employee engagement through effective communication.
• Sustainable business practices: a case study analysis.
• Enhancing organizational culture for innovation and creativity.
• Developing effective conflict resolution strategies in the workplace.
• Analyzing the impact of diversity and inclusion on team performance.
• Implementing lean management principles for operational efficiency.
• Evaluating the effectiveness of performance appraisal systems.
• Investigating the role of ethics in organizational decision-making.
• Optimizing project management processes for successful outcomes.
• Enhancing customer relationship management for increased satisfaction.
• Analyzing the impact of leadership styles on employee motivation.
• Implementing knowledge management systems for improved collaboration.
• Developing strategies for effective organizational communication.

Computer Science Capstone Project Ideas

If you're about to commence your computer science capstone project, we recommend exploring our list of the best online computer science degree programs .

• Designing an intelligent traffic management system using AI.
• Developing a secure and efficient data encryption algorithm.
• Creating a recommendation system based on machine learning algorithms.
• Designing a computer vision system for object recognition.
• Implementing a natural language processing application for sentiment analysis.
• Developing a scalable and secure cloud computing architecture.
• Designing a real-time collaborative coding platform for software development.
• Creating an algorithm for optimizing social media content delivery.
• Implementing a cybersecurity framework for network protection.
• Developing a virtual reality application for immersive training experiences.
• Designing an automated testing tool for software quality assurance.
• Creating a data visualization platform for complex datasets.
• Implementing a machine learning model for predictive maintenance.
• Developing a mobile app for personalized health monitoring.
• Designing a blockchain-based solution for secure document verification.

Education Capstone Project Ideas

• Designing and implementing inclusive education practices.
• Evaluating the impact of technology in elementary education.
• Developing strategies for effective classroom management.
• Assessing the efficacy of online learning platforms.
• Creating a curriculum for culturally responsive teaching.
• Investigating the relationship between teacher professional development and student performance.
• Designing gamified learning experiences for middle school students.
• Implementing a peer mentoring program to enhance student success.
• Analyzing the effectiveness of project-based learning.
• Developing a comprehensive school safety plan.
• Investigating the impact of parental involvement on student achievement.
• Designing a blended learning model for higher education.
• Assessing the benefits of outdoor education programs.
• Creating an intervention program for students with learning disabilities.
• Analyzing the influence of socioeconomic factors on educational attainment.

Marketing Capstone Project Ideas

• Developing an integrated digital marketing campaign for a product launch.
• Analyzing the effectiveness of social media influencer marketing.
• Assessing consumer perceptions of sustainable brands.
• Designing a customer loyalty program for retail businesses.
• Investigating the impact of packaging design on consumer purchasing behavior.
• Implementing data analytics for market segmentation.
• Creating a branding strategy for a non-profit organization.
• Evaluating the role of emotional appeals in advertising.
• Analyzing the impact of celebrity endorsements on brand image.
• Developing a marketing plan for the launch of a new product.
• Investigating the effectiveness of content marketing strategies.
• Designing and implementing a targeted email marketing campaign.
• Assessing the influence of cultural factors on international marketing.
• Creating a social responsibility campaign for a corporate brand.
• Analyzing consumer behavior in the era of e-commerce.

Accounting Capstone Project Ideas

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• Implementing blockchain technology for secure financial transactions.
• Evaluating the impact of tax policy changes on business financial planning.
• Assessing the effectiveness of forensic accounting in fraud detection.
• Designing a cost accounting system for manufacturing processes.
• Analyzing the financial implications of sustainability initiatives.
• Implementing data analytics for financial forecasting.
• Developing strategies for risk management in financial institutions.
• Evaluating the impact of accounting software on organizational efficiency.
• Investigating the role of corporate governance in financial reporting.
• Designing and implementing internal controls for financial compliance.
• Assessing the financial performance of socially responsible investments.
• Analyzing the impact of international financial reporting standards.
• Implementing a budgeting and financial planning system for organizations.
• Designing a financial literacy program for small businesses.
• Investigating the role of artificial intelligence in auditing processes.

Psychology Capstone Project Ideas

If you're working on your psychology capstone project, we encourage you to explore our guide on how to write a psychology case study .

• Investigating the impact of mindfulness practices on stress reduction.
• Designing and implementing a mental health awareness campaign.
• Assessing the effectiveness of therapeutic interventions for anxiety disorders.
• Analyzing the relationship between sleep patterns and cognitive functioning.
• Implementing a positive psychology intervention for workplace well-being.
• Evaluating the effectiveness of online mental health support platforms.
• Investigating the role of social support in coping with trauma.
• Designing and conducting a study on the psychology of decision-making.
• Assessing the impact of technology on children's cognitive development.
• Analyzing the factors influencing resilience in the face of adversity.
• Implementing a mental health stigma reduction program.
• Designing and evaluating a mindfulness-based intervention for depression.
• Investigating the psychological effects of social media use on adolescents.
• Assessing the impact of cultural factors on psychological well-being.
• Designing and conducting research on the psychology of motivation.

Engineering Capstone Project Ideas

• Designing a sustainable energy solution for a community.
• Implementing smart city technologies for urban infrastructure improvement.
• Developing a drone-based monitoring system for environmental conservation.
• Designing and testing a renewable energy-powered vehicle.
• Investigating the use of 3D printing in construction for cost efficiency.
• Analyzing the efficiency of water treatment technologies for clean water supply.
• Designing an automated system for monitoring and maintaining infrastructure.
• Evaluating the environmental impact of transportation systems.
• Investigating the use of artificial intelligence in optimizing energy consumption.
• Designing a smart irrigation system for sustainable agriculture.
• Implementing structural health monitoring for building safety.
• Developing a waste management system with a focus on recycling technologies.
• Analyzing the impact of green building technologies on energy efficiency.
• Designing and testing a solar-powered desalination system.
• Investigating the potential of geothermal energy for sustainable power generation.

Cybersecurity Capstone Project Ideas

• Implementing a secure multi-factor authentication system.
• Designing and conducting penetration testing for network vulnerabilities.
• Analyzing the effectiveness of intrusion detection and prevention systems.
• Developing a cybersecurity awareness training program for organizations.
• Investigating the use of artificial intelligence in threat detection.
• Designing and implementing a secure software development lifecycle.
• Evaluating the security implications of Internet of Things (IoT) devices.
• Implementing a comprehensive incident response plan for cybersecurity incidents.
• Analyzing the effectiveness of biometric authentication systems.
• Designing a secure cloud computing architecture for sensitive data.
• Investigating the impact of social engineering attacks on organizational security.
• Assessing the vulnerabilities of industrial control systems.
• Designing and testing a secure blockchain-based system.
• Implementing a cybersecurity risk assessment framework for businesses.
• Investigating the role of machine learning in cybersecurity threat analysis.

Selecting a compelling capstone project topic is of paramount importance as it serves as the foundation for a student's culminating academic experience. The topic not only reflects the culmination of the knowledge and skills acquired throughout a course of study but also offers an opportunity for students to delve into a subject they are passionate about. 

A well-chosen capstone project topic provides a platform for students to demonstrate their expertise in a particular area, showcase their problem-solving abilities, and apply theoretical knowledge to real-world situations. This final project often becomes a showcase piece in a student's academic portfolio, leaving a lasting impression on future employers or academic institutions.

As a result, the selection of a compelling capstone project topic not only enhances the student's academic journey but also contributes to the broader academic community. The process of choosing a topic requires careful consideration of personal interests, real-world relevance, and feasibility, ensuring that the capstone project becomes a meaningful and impactful endeavor that aligns with the student's academic and professional goals. While brainstorming on your topic, don’t forget to say, ‘ Do my essay for me ,’ so we can sort your other pending assignments ASAP.

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Master of Applied Positive Psychology

Descriptions of final capstone projects completed by former Master of Applied Positive Psychology students are provided below. The project abstracts below provide you with a sense of the breadth of topics that can be explored through the culminating capstone process. If you are interested in exploring more capstones, you can visit Penn's Scholarly Commons website to  browse project abstracts  or  download full projects .

2022 Capstones

By Christine Cornwell

This capstone explores and highlights the key ingredients that foster self-efficacy and build the character strength of perseverance, especially in children of primary age. By understanding how these positive psychology concepts relate to each other, this capstone discovers that children can achieve a life of excellence when they believe they can and choose to persevere despite difficulties and failures. Further, this capstone demonstrates why a story is the most compelling way to engage and connect with children. Through the power of story, a positive psychology children's picture book and story-related activities will bring the concepts to life in a fun, fantastical, and fictional way. These applications aim to introduce and familiarize children with valued skills to build a stronger sense of self-efficacy and develop their character strengths that societies and cultures around the world value and consider worthwhile cultivating.

By Kimberly Dickman

The empirical evidence of the incredible power of touch to both ameliorate the negative and to bolster the positive is undeniable. From Harlow’s monkeys to the Romanian orphans, the lack of touch is shown to impact the quality of life and the ability to live. Research on tactile therapy with premature babies has shown the potent impact of touch on growth, development, and connection. This paper proposes that touch be included in the science of applied positive psychology. Though there are factors such as sexual violence and contagious diseases that caution us from physically engaging with others, we cannot allow these nuanced factors to stop us from investigating a potential arena for well-being, thriving, and living a good life. A call for future empirical research and positive interventions with touch will be presented in this paper.

By Mark O’Brien

Background: Posttraumatic growth (PTG)—positive changes that people may experience in the aftermath of highly distressing experiences—has been observed in survivors of a variety of events but has not been previously studied among people who have caused accidental death or injury (PCADIs). In addition, questions remain about the role, in PTG, of changes in the assumptive world and the relationships between PTG and distress, personality, and social support.

Method: Participants (N = 528), included PCADIs (n = 44) and a non-trauma comparison group (n = 484), who completed the Primals Inventory and measures of personality, anxiety, and depression. PCADIs (n = 43) also completed measures of PTG, PTG behavioral changes, social support, and life satisfaction.

Results: Modest levels of PTG commensurate with survivors of other relevant forms of distress were observed. Results demonstrated significant differences between primal world beliefs Good, Safe, Enticing, Just, Regenerative, Funny, and Improvable in PCADIs and non-trauma survivors as well as significant positive relationships between PTG and the primals Good, Safe, Alive, Just, Regenerative, Funny, and Improvable and between PTG and reported behavior changes related to PTG, but no significant relationships were found between PTG and distress, PTG and social support, or PTG and personality traits Extraversion, Openness to Experience, Conscientiousness, or Agreeableness (though a significant negative relationship was observed between PTG and Neuroticism).

Conclusions: PCADIs may experience PTG that both influences and is influenced by primal world beliefs, but the hypothesized relationships between PTG and distress, personality, and social support were not observed. Additional studies with larger PCADI populations may find these relationships exist at a statistically significant level. And future research should aim to develop interventions addressing the distress and growth potential of this population.

See Mark’s full capstone on Penn’s Scholarly Commons website.

By Abimbola Tschetter

The stories we tell can shape our lives and our experiences. Unfortunately, many African American adolescents are often subjected to stereotypes and one-sided deficit narratives that can become self-fulfilling prophecies undermining their achievement, aspirations, and well-being. However, the college admission process offers an intervention opportunity to help these students tell a different story—their story. In this paper, the author presents an analysis of the threats and opportunities inherent in the college admission process and a literature review on topics aligned to three pillars—beliefs, belonging, and becoming. The paper concludes with the application plan for an intervention that leverages the college admission essay and essay-writing process to reframe beliefs and shape positive personal narratives. Inspired by research from narrative psychology, social psychology, and positive psychology, OurStory challenges dominant deficit narratives and aims to improve academic outcomes, college matriculation rates, and adolescent flourishing and well-being.

See Abi’s full capstone on Penn’s Scholarly Commons website.

By KC White

In people with cystic fibrosis, a genetic, progressive disease with a shortened life expectancy, depression rates have been measured at twice the global average, which is concerning because depression is itself a risk factor for people with chronic illnesses. This empirical study aims to assess 1) how positive views in the form of optimism, hope, or positive primal world beliefs in people with cystic fibrosis compared to the general population, and 2) whether positive views correlate with better health and greater well-being in people living with cystic fibrosis. A cross-sectional design was employed using validated psychology questionnaires to determine levels of well-being in people with CF (n = 117) compared to control groups (n = 88, n = 599). Independent T-tests and ANCOVA data showed that positive views in the form of optimism, hope and primals in people with cystic fibrosis are similar to those of the general population. Linear regression models showed that optimism, hope and primals did not correlate with FEV1, the standard metric for measuring lung function. Data suggests that positive views about the future and the world can co-exist with elevated rates of depression and are independent from physical health metrics. Further research could assess if cultivating positive views could reduce levels of depression in people with cystic fibrosis.

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Psychology Capstone

PSY 498/499: PROJECT CAPSTONE

Frequently Asked Questions

What is the Project Capstone?

The undergraduate capstone experience is designed to bring reflection and focus to the whole of your college experience. It encourages you to integrate facets of your interests with important concepts from Psychology.

Capstone is a culminating college experience that focuses on features of your interests and requires the use of skills, methodology, and knowledge you have learned throughout your undergraduate curriculum in Psychology.

What are the goals of the Project Capstone?

• To help you  critically reflect  on,  review  the scientific basis for, and  integrate  what you have learned and accomplished as a psychology major.
• To  prepare you f or graduation and create a bridge between school and career.
• To  explore  the cultural, social, and ethical impact of  psychological application  on your community and your daily life.
• To provide you with a  professional experience  that will enhance your  career portfolio .

How many hours do I need?

The Project Capstone isNOTmerely a matter of putting in some volunteer hours or community service. The Project Capstone requires careful consideration and considerable planning. You need to develop clear learning objectives that provide the basic foundation for your capstone experience. The planning process occurs  during  the PSY 498 class.

What do you do in PSY 498, the Project Capstone?

In PSY 498 you complete your Capstone Portfolio and develop your Capstone Plan. The Capstone Portfolio is composed of a critical analysis of a research proposal (from PSY 225/325 graded with comments), a critical analysis of a pop psychology book, a resume, and a Career Exploration and Statement of Personal/Professional Goals paper. The Capstone Plan is a paper that details your capstone plan; it includes learning objectives, a summary of where you will be and your responsibilities during the capstone experience, and possible ethical considerations. You are also required to have a contract signed by you, your capstone site supervisor, and the capstone professor.

In PSY 498 you also learn what is expected while you are completing your capstone and what is required for your Capstone Presentation. During your capstone experience it is important that you engage in continuous critical analysis and that your analyses are documented regularly. All of which is covered in PSY 498.

What do we do in PSY 499?

A Professional Presentation that articulates the overall goal and objectives of your capstone experience. You also critically evaluate your classmates’ capstone presentations.

When can I get started on my Project Capstone?

Once you have completed a well-thought out capstone plan, obtained a signed contract, AND received approval from your capstone professor,  during PSY 498 . ANY hours completed without a plan and prior approval do not count towards your required 100 hours.

How does the order of PSY 498 & 499 work?

It is best to have at least ONE full term in between PSY 498 & 499. Completing the required hours can often prove to be a major challenge to students in capstone.

When can I take PSY 499, Project Capstone?

Enroll in PSY 499 when you are within no more than 10 hours of completing the required 100 hours is highly advised. You will NOT be able to present your capstone experience until ALL hours are completed.

What do I do for my Project Capstone?

All is explained and discussed in PSY 498. You basically have a choice of either a project or an internship. Most students engage in an internship, however, there are opportunities for projects in our community. Again, all is explained in PSY 498.

IMPORTANT NOTES for Project Capstone

• You cannot enroll in capstone unless you have successfully completed both PSY 225 & PSY 325. The capstone sequence is designed for you to complete during your senior year.
• It is assumed that each student entering the PSY 498 Project Capstone has discussed the two capstone options; Research and Project,  with his or her advisor . ALWAYS have a discussion with your advisor regarding which capstone is best for you. Your advisor knows your interests and academic goals. He or she can assist you in making the decision.

PSY 498/499: RESEARCH CAPSTONE

What is the Research Capstone?

Capstone is a culminating college experience that guides you to reflect upon, integrate, and synthesize the knowledge and skills learned during your academic years and to prepare for graduation and your career.

What are the goals of the Research Capstone?

• To initiate the process of planning and preparing for post-college work/career.
• To provide you with  research experience  that will further prepare you for graduate research studies or for research and program evaluation conducted in various work settings.
• To further develop a sensitivity to ethical issues in psychology, especially in conducting research.

What do you do in PSY 498 & 499, the Research Capstone?

In PSY 498 & 499 you plan and conduct a research project.Although different instructors may organize the two terms slightly differently, typically in the first term (498) you will select a research topic, review the literature of published empirical research and write a research proposal paper (which includes your literature review).You will also initiate your application to the Institutional Review Board (IRB) for the ethical use of human subjects in your research.Either during the interim term between 498 & 499 or during the second term (499), you recruit subjects, collect and analyze the data, and finally during 499, write a research report and present your research in a poster session.(A few students who are doing their research capstones in conjunction with their work in the research labs of particular psychology faculty or in conjunction with their McNair project might be granted variations in the scheduling of components of the research capstone, but discussion with and approval by the capstone teacher is required before initiating the capstone portion of this collaborative project.)

Dispersed throughout the two terms you will also prepare a “post-graduation preparation” portfolio that will include documents such as a professional goals plan, resume, knowledge and skills vita, and practice at job searching.

When can I get started on my Research Capstone?

Although most students formally begin the process during the term they are taking PSY 498-Research, it is a good idea to start thinking about your research topic beforehand.That might involve doing brief literature searches to determine some of the existing research in the topic and thinking critically about how feasible it would be to conduct your selected research project . “Feasible” means taking into consideration 1) that you are an undergraduate student working within a limited time frame (approximately 4 – 5 weeks for recruiting subjects and collecting data), while also meeting your other school demands, 2) that your topic is one that probably does not involve psychopathology (e.g., major depression, eating disorders) or therapy, and 3) that your subjects are adults (18 yrs. and older).Some instructors of 498/9-Research may have a limited range of topics (e.g., learning, memory, & cognition or positive psychology) they are willing to supervise for the course.Talking to the instructor before registering for the course will aid in getting you enrolled in the appropriate research capstone to match your interests.

Are PSY 498 & 499 - Research taken in consecutive terms?

Instructors for the Research Capstone vary in their schedule for enrollment in 498 & 499. Some may require the two courses to be consecutive terms (e.g., fall and winter).Others may organize the course to have a full term in between PSY 498 & 499 (e.g., fall and spring terms).

IMPORTANT NOTES for Research Capstone

• You cannot enroll in capstone unless you have successfully completed both PSY 225 & PSY 325  (minimum  C_ grade for students on catalogs before 2012/13; minimum C+  grade for catalogs 2012/13 and C thereafter). The capstone sequence is designed for you to complete during your senior year.
• It is assumed that each student entering the PSY 498 Capstone has discussed the two capstone options, Research and Project,  with his or her advisor . ALWAYS have a discussion with your advisor regarding which capstone is best for you. Your advisor knows your interests and academic goals. He or she can assist you in making the decision.

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4. Creating a Hypothesis for Research-Based Capstone Projects

Learning Objectives

By the end of this chapter, you will be able to:

• Explain the purpose and importance of a hypothesis in a research-based capstone project.
• Compare and contrast a null and alternate hypothesis.
• Describe the relationship between hypotheses and statistical testing.
• Explain the characteristics of a good hypothesis.
• Describe the relationship between the hypothesis and research-based capstone project objectives.
• Formulate a hypothesis.

This chapter first introduces you to the importance of developing a hypothesis for a research-based capstone project.  The purpose of developing a hypothesis is explained and an example is provided.  The characteristics of a good hypothesis are illustrated and strategies for formulating a hypothesis are addressed.  Strategies for developing aims and objectives for a research-based capstone project and its relationship to the project’s hypothesis are addressed.  This chapter ends with a brief discussion of hypothesis testing and its correlation with data, statistical testing, and outcomes reporting.

Introduction

The development of a guiding question and supportive hypothesis is a necessary key step in any research-based capstone study.  The research question and associated hypothesis are interlinked and will influence the study’s design.  Furthermore, the capstone project’s primary objective should be coupled with the project’s hypothesis.  It is important for a research-based capstone project’s objectives to focus on outcomes that are important to stakeholders and that are clinically relevant.  Focusing resources, time, and dedication to the development of a relevant guiding question, hypothesis, and objectives will help to guide you through a successful research-based capstone project, influence the interpretation of the results, and impact future dissemination of information efforts (Farrugia, et al., 2009).

A research hypothesis is the statement created by a researcher when they speculate upon the outcome of their research-based capstone project.  Research-based capstone projects based on program design, development, and implementation that focus on an identified problem or need should also have a hypothesis. The hypothesis is fundamental to the completion of a research-based capstone project.  Without a hypothesis, you will not have a comprehensive capstone experience because learned critical elements of the research process and capstone project conclusions may be limited in scope.  Elements included in a good hypothesis include:

• Developing a succinct question based on a reasonable, logical, and relevant problem or need
• A scoping review of literature

The importance of the hypothesis is directly dependent on previously known facts, potential solutions, and expected results from the variables being analyzed.  Consequently, the hypothesis becomes the center of a research-based capstone study, the data obtained, and the conclusions reached.  With the data collected and reviewed, the hypothesis can be supported or not, based on the findings that have been gathered (Toledo, Flikkema & Toledo-Pereyra, 2011).  (Refer to Table 4.1:  Purpose and Importance of a Hypothesis).

Table 4.1:  Purpose and Importance of a Hypothesis

Source:  Mourougan, S., & Sethuraman, K. (2017). Hypothesis development and testing.  IOSR Journal of Business and Management (IOSR-JBM) ,  9 (5), 34-40.

Formulating a Hypothesis

As we have discussed, capstone projects usually begin with the identification of a problem or need.  Guiding questions, objectives, and a hypothesis provide a specific restatement of facts that may be tested for further review.  Whether experimental or observational, a hypothesis spells out an anticipated relationship between independent and dependent variables.  This relationship may or may not be true, which is why the research-based capstone project is being conducted (Malhotra, 2013).  A starting point for formulating a hypothesis is establishing a null hypothesis on the basis that the relationship between two or more variables is independent.  A null hypothesis assumes that there is no difference between participants in relation to their attitude, knowledge, personality, or any other variables that are being tested within a research-based capstone project.  Ultimately the objective of carrying out statistical tests is to accept the null hypothesis or reject it.  A rejected null hypothesis means that a change post-intervention occurred and that there is indeed a difference or a relationship between variables.  This is also referred to as the alternate hypothesis.   Therefore, it is important to consider the null hypothesis and alternate hypothesis when developing a research-based capstone project (Burke & Dempsey, 2022). Consequently, when formally testing statistical significance, the hypothesis should be stated as a null hypothesis.  (Refer to Table 4.2:  Alternate Hypothesis and Null Hypothesis Example)

Variables are measurements that are identified within a research-based capstone project.  Variables characterize a concept, or factor, that can have more than one value. Consequently, a factor becomes a variable by virtue of how it is used within a research-based capstone project.  Basically , there are two types of variables:

              Independent Variable:  An independent variable is also referred to as a predictor variable.  It is a condition,                                                               intervention, or characteristic that will predict or cause a given outcome

             Dependent Variable:    A dependent variable is also referred to as an outcome variable.  It is a response or                                                               effect that is presumed to vary depending on the independent variable

Table 4.2:  Alternate Hypothesis and Null Hypothesis Example 

A well-grounded hypothesis indicates that the researcher has sufficient knowledge in a specific area to undertake a research-based capstone project.  Furthermore, a well-grounded hypothesis gives direction to the collection and interpretation of data (Mourougan & Sethuraman, 2017).

Characteristics of a Good Hypothesis

A good hypothesis is based on a good guiding question (refer to Chapter 3).  The hypothesis is developed from the guiding question and also from the main elements of a research-based capstone project:  sampling strategy, intervention, comparison (if applicable), and outcomes.  Simply, the main elements of a research-based capstone project are summarized in a form that establishes the basis for testing, statistical, and ultimately clinical significance (Refer to Table 4.3:  Characteristics of a Good Hypothesis).

Table 4.3:  Characteristics of Good Hypothesis

Drafting an Objective(s) for a Research-based Capstone or Capstone Project

While penning down  your capstone topic, PICO question, and hypothesis can be a great deal of time and effort, drafting study objectives can be viewed as an extension of your research-based capstone project’s hypothesis. The study objective(s) define the specific aims of the project and should be clearly stated in the introduction of the research-based capstone or capstone protocol.  Furthermore, study objectives are active statements about how a capstone project is going to answer the specific guiding question by indicating the overall nature and scope of the capstone project (Farrugia, et al., 2010; Malhotra, 2013).

The initial capstone journey that one navigates is typically comprised of scoping the literature (phase 1), conceptualizing a guiding question, formulating a hypothesis (in the case of a research-based capstone project), and drafting project aims and objectives.  A well-structured process, as described within this guidebook can be helpful as you continue your capstone experience (Malhotra, 2013).

Hypothesis Testing for Research-Based Capstone Projects

The purpose of hypothesis testing is to make an inference about the population of interest based on a random sample taken from that population.  Hypothesis testing is a statistical technique that will indicate whether a stated hypothesis is supported. It is during this phase of the research-based capstone project that you will meet with your institution’s statistician, mentor, and capstone instructor(s) to determine the appropriate method for testing:   whether nothing happened (null hypothesis) or something happened (alternate hypothesis).  Although we have briefly addressed the purpose of hypothesis testing, the concept of statistical testing is complex; therefore, the details for this component of a research-based capstone project are beyond the scope of this guidebook

Designing a hypothesis and objectives are supported by a good guiding question and will influence the design for a capstone project. Acting on the principles of creating an appropriate hypothesis and study objectives, as outlined in this chapter, you will be on your way to creating a research-based capstone project that will produce clinically relevant results that can effectively contribute to evidence-based practice.

Case Study:  Creating a Hypothesis

• Since Glynn’s PIO question (see below) has been approved by her mentor and capstone instructors they have developed the following hypothesis and study objectives:

Study:  A Health Literacy Workshop for Occupational Therapists Incorporating Elements of the Universal Precautions Toolkit

• Research Question: Does a ( I) health literacy universal precautions workshop for (P) occupational therapy practitioners (O) improve their working knowledge about health literacy, and increase their self-perceived ability to identify, assess and implement client-centered interventions that optimize outcomes for low-health literate patients?
• Null Hypothesis: A health literacy universal precautions workshop for occupational therapy practitioners does not improve their working knowledge of health literacy and does not increase their self-perceived ability to identify, assess, and implement client-centered interventions that optimize outcomes for low-health literature patients
• Alternate Hypothesis: A health literacy universal precautions workshop for occupational therapy practitioners improves their working knowledge of health literacy, and increases their self-perceived ability to identify, assess, and implement client-centered interventions that optimize outcomes for low-health literature patients.
• Study Objective: The goal of this research-based capstone project is to determine if a health literacy workshop series for occupational therapists could improve their working knowledge of health literacy, and increase their self-perceived ability to identify, assess, and implement client-centered interventions for at-risk patients.
• Glynn will begin Phase two of literature scoping (reviewed in next chapter)
• Glynn will meet with the institution’s statistician, their mentor, and capstone instructor(s) to discuss and determine the statistical technique that can be used to effectively test her hypothesis and guide her research methods, data collection, and analysis of results.
• Glynn will need IRB approval for her research-based capstone project and will begin by reviewing her school’s IRB website and application process.
• Does a ( I) health literacy universal precautions workshop for (P) occupational therapy practitioners (O) improve their working knowledge about health literacy, and increase their self-perceived ability to identify, assess and implement client-centered interventions that optimize outcomes for low-health literate patients?

Optimizing Your Capstone Experience: A Guidebook for Allied Health Professionals Copyright © 2023 by Virginia E. Koenig is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Psychologist as Educator: Capstone in Communicating Science through Public Engagement

“Educational psychology is a nexus field, with the goals of leveraging the basic science facts discovered across the subfields of psychology, the neurosciences, sociology and related fields to craft curricula, policies and programs that help people learn, help people teach, and enable these foundational societal functions to improve over time. Whether as students, teachers, administrators, advocates, coaches, or counsellors, educational psychology touches us all. Yet, what works in the lab can fail in the classroom. Applying this science to the real world comes with its own challenges, obstacles, and opportunities. In this capstone sequence we study both of these topics to equip students to succeed in designing pragmatic solutions to the problems of learning and teaching.”  — Max Krasnow, Faculty

About the Capstone

Educational psychology is the study of how students learn, what challenges interfere with their learning, and how to address these challenges.

In the precapstone course, PSYC E-597d , we develop a firm foundation in the application of psychological insights to all things education, including teaching methods, learning formats, assessment, discipline, and socioemotional growth.

The capstone course PSYC E-599d ,  builds upon the foundation established in PSYC E-597d by creating a capstone project that bridges research and practice. The project includes two components: the project prototype and the academic report.

The prototype is the specific product designed to address the real-world problem identified in the fall term proposal. Prototypes can take one of several forms. First, they can apply research to design a project to solve or address a real-world problem in the education field. Second, they may communicate scholarship to specific audiences who would benefit from knowing the information (for example, an online training, publishable article, informational website, or printable materials).

Capstone projects build on specific interests of each student and are developed in consultation with the instructor. These specialized projects allow students to seek a practical application of existing research on educational psychology, while developing their skills designing research-based practice and engaging stakeholders, whether in the role of researcher, designer, consultant, or advocate.

The capstone semester culminates with a formal oral presentation.

PROJECT IDEAS

Examples of possible capstone projects:

• Based on a review of existing evidence and theory, the ALM student proposes a mechanism underlying an achievement gap between students from different backgrounds. Educational materials or a teaching intervention is designed around that mechanism to close the gap, and a plan for communicating this solution is proposed.
• Based on a review of existing evidence, the ALM student identifies a societal problem (e.g., insufficient saving for retirement, online habits that expose people to identity theft, underutilization of social safety net programs, etc.). The student crafts a solution to educate the target population through an intervention (informational website, smartphone app, workshop, etc.) based on theory in educational psychology.

Capstone Faculty

Max Krasnow, PhD Lecturer in Extension, Harvard University

Course Links

Precapstone Course:  PSYC E-597D  Psychologist as Educator: Precapstone in Communicating Science through Public Engagement Capstone: PSYC E-599D Psychologist as Educator: Capstone in Communicating Science through Public Engagement

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Capstone (BS)

The capstone (formerly "Major Project") in psychology (as a registered course) is designed to be the culmination of the experience of your work in the psychology major.

Through your capstone course, you will:

• Synthesize the knowledge you have gained about the discipline over your time as a psychology major
• Network with psychology alumni for advice and professional connections and hear them speak about their varied professional career paths
• Write a 15–20 page APA-style paper on a topic in psychology

To learn more about the course expectations, please review the Capstone Syllabus . 

How to Register

• PSY foundation courses (PSY 1001, 3801, 3001W)
• All 5 of the PSY distribution areas (A, B, and C)
• At least 12 credits of outside psychology foundation coursework 
• Senior status (90+ cumulative credits)
• Register for PSY 3901W. 
• Follow instructions for PSY 4/5993 enrollment

* Note : Psychology Undergraduate Advising closely monitors capstone enrollment to ensure that all students have fulfilled the necessary prerequisites. You may be dropped from the course if the prerequisites are not met. If you have questions about preparing for your capstone course, email [email protected].

Capstone in Psychology - Research Laboratory: PSY 3901W and PSY 4/5993

The Psychology BS capstone includes two components:

• Capstone in Psychology: Research Laboratory (PSY 3901W, 3 credits)
• This must be fulfilled during the semester prior to or concurrently with PSY 3901W

The research lab capstone allows you to take full advantage of the abundance of psychological research happening right here in the Department of Psychology. In this course, you will draw from your experience in a faculty research lab (PSY 4/5993) to help develop the topic of your capstone paper for the PSY 3901W class. You are required to secure a  research experience in a faculty member's lab for PSY 4/5993 credits (3 credit minimum) either the semester prior to or concurrently with your PSY 3901W enrollment. If you are in the process of finding a research lab experience, register for PSY 3901W as this course fills quickly.

Before class begins: Arrange to assist in the lab of a faculty member through PSY 4/5993 .

The Capstone video describes the different capstone courses, but Psychology BS students must take PSY 3901W and PSY 4/5993 to fulfill the requirement. 

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Center for Engaged Learning

Capstone experiences.

Capstone experiences aim to facilitate students’ sense-making of their growth and development across their major or general educational studies and have been a hallmark of undergraduate education in one form or another for at least as long as higher education has existed in the United States (Levine 1998). Historically, capstone experiences took the form of a culminating examination, testing a student’s accumulated knowledge. In the 1800s, a seminar model emerged, often taught by the college president (Levine 1998). Beginning in the early 1900s, course-based capstone experiences became a final opportunity to instill university values and reinforce learning (Kinzie 2013). They continue to be integrative and transformative learning experiences that mark the transitional nature of the final year (Kinzie 2013; Levine 1998).  

Capstone experiences can take the form of: 

• A problem-based learning experience in which students work to apply their knowledge in a discipline to a problem (e.g., Brooks, Benton-Kupper, and Slayton 2004; Butler et al. 2017; Dunlap 2005). 
• An undergraduate research experience sometimes but not always structured as the writing of a thesis (e.g., Julien et al. 2012; Nelson-Hurwitz and Tagorda 2015; Upson-Saia 2013). 
• A service-learning or community-based learning approach in which students work with community members to put into action the skills and knowledge they acquired over their college career (e.g., Collier 2000; Nelson-Hurwitz and Tagorda 2015).  
• A collaborative learning approach in which students tackle problems and apply their learning in groups, simultaneously navigating interpersonal challenges and learning from one another (e.g., Brooks et al. 2004; Collier 2000; Julien et al. 2012; Upson-Saia 2013). 

Capstone experiences may even be developed as some combination of the above practices.  

Even within a single university, the range of practice in capstones can be significant, and for good reason. Capstone experiences may occur as the culmination of a disciplinary major or mark the integration of interdisciplinary learning across a core curriculum. In either case, there is no universal way students might synthesize and apply their learning. In a study across capstone experiences at University of La Verne, Peggy Redman (2013) shares some examples: 

The marketing student may identify growth through the complexities of developing a marketing plan in partnership with a local business or nonprofit organization. The education student sees learning in the development of a unit including lessons that cut across many disciplines, preparing him or her for the multiple-subject classroom.

A student in psychology completes a senior project that takes the student and faculty member to a conference where they are major presenters. All of these pathways can be part of the capstone, a critical force in integrating classroom learning and practical application. (Heading 6, par. 1) 

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What makes it a high-impact practice?

Capstone experiences are designed to “provide students a host of opportunities to be engaged in educationally purposeful practice” (Kinzie 2013).   Much of that design incorporates the qualities Kuh, O’Donnell, and Schneider (2017) specify as essential elements of High Impact Practices (HIPs). The following section reviews these elements in the specific context of capstone experiences. 

Performance expectations set at appropriately high levels . Strong capstone experiences recognize the deep learning students have done over time and continue to challenge students in their application of those skills and sets of knowledge. One example of this is Julien et al.’s (2012) assessment of capstone courses in which students participated in “authentic research experiences” in advanced physiology so as to be prepared for future study or work in health sciences. 

Significant investment of concentrated effort by students over an extended period of time.  The semester-long class can harness this element of HIPs by structuring students’ development of a common goal or focus over the entire course. Projects in which students develop and conduct their own research are good examples of this. But extended capstone structures that carry over multiple semesters or even years (Nelson-Hurwitz and Tagorda 2015; Rash and Weld 2013; Redman 2013) could potentially be even more impactful for students. 

Interactions with faculty and peers about substantive matters.  Many of the examples of capstones involve collaborative learning among students (e.g., Brooks et al. 2004; Julien et al. 2012). It is worth noting the significance of student-faculty interactions within capstones as well. The most successful capstones embrace this key opportunity for students and faculty to reshape their relationship by “reframing the faculty–student relationship such that faculty become mentors, and students are both comfortable with coaching and highly motivated as they take on primary responsibility for their work” (Paris and Ferren 2013, Heading 2, par. 1; see also Rash and Weld 2013). Research suggests the relationships developed in college, especially with faculty, are one of the most significant and potentially transformative elements of higher education (Felten et al. 2016). 

Experiences with diversity; wherein students are exposed to and must contend with people and circumstances that differ from those with which the students are familiar.  Many capstones involve some kind of service-learning, community-based learning, or internship experience (Butler et al. 2017; Collier 2000; Nelson-Hurwitz and Tagorda 2015). These are not only grounded opportunities to apply learning, but they are also often good opportunities for students to interact in meaningful ways across difference. Even capstones with collaborative learning without this experiential component show evidence of improving students’ interpersonal skills (Brooks et al. 2004), which may be connected with students working in diverse groups. 

Opportunities to discover relevance of learning to real-world applications.  This feature is most apparent in capstone experiences that involve service-learning, community-based learning, or internship experiences (Butler et al. 2017; Collier 2000; Nelson-Hurwitz and Tagorda 2015). The relevance of learning to real-world applications can also come in carefully structured undergraduate research experiences. Brooks et al. (2004) in particular found that capstones structured as student-led multi-disciplinary team projects were especially well equipped to help students bridge their personal, professional, and public worlds. 

Public demonstration of competence.  Several capstone experience examples include oral presentation components (e.g., Brooks et al. 2004), and Redman gives one example of a student who shares research with her professor as a major conference (2013). Half of the thesis examples in Upson-Saia’s (2013) study require some kind of public presentation or defense. However, an in-class presentation is very different from contributing to a disciplinary conference. It is unclear from this research how significant a public demonstration needs to be to have a positive impact on a student. It would also be worth exploring the impact of this practice in capstones that offer more creative or flexible forms of public demonstration of confidence, such as curating a gallery, leading a teach-in, or performing creatively.

Periodic, structured opportunities to reflect and integrate learning . There are multiple examples that explicitly highlight reflection and reflective activities or projects as a key element of the capstone experience (e.g., Brooks et al. 2004; Butler et al. 2017; and Redman 2013). Reflection provides an opportunity to synthesize and, as in one example, ask the key questions: “Who am I?, How can I know?, and What should I do?” (Brooks et al. 2004, 283). However, reflection must be intentionally facilitated, rather than assumed as a natural element of capstones. The examples that best showed students making gains in their reflective learning were those like Brooks et al. (2004) that included reflection as a driving goal of the capstone course. 

Research-Informed Practices

Upson-Saia (2013, 12-15) offers three overarching suggestions for the development of capstones:  

• Think locally
• Think holistically
• Reassess periodically  

While her recommendations were written following study of discipline-specific capstone experiences (in her case, in religious studies), they are broad enough to be both relevant and highly applicable to interdisciplinary capstones as well.  

Think Locally:  Upson-Saia (2013) describes the first recommendation as a reminder that capstones should be context specific. In the case of disciplinary capstones, this means the capstone should be tightly woven with departmental missions. Even for interdisciplinary capstones, focusing on just one culminating goal will give the capstone direction and focus (2013). A backwards approach to design, keeping one top priority in mind for what students will accomplish or take away from the experience, will help the experience be most impactful for students. Lee and Loton’s (2017) study of capstone purposes across disciplines may help those designing capstones prioritize goals. This focused and context-specific approach to design can help reign in the overwhelming possibilities as well as reinforce courses and projects that feature a significant investment of effort by students over an extended period of time (Kuh et al. 2017).  

Think holistically:  This recommendation addresses the institutional factors that will make or break capstones. With the number of features HIPs need to include, and the goals some researchers have suggested of shifting the role of teaching to mentoring (Paris and Ferren 2013; Rash and Weld 2013), instructors have a difficult job facilitating successful capstone courses. Several researchers emphasize that the time and resources required are substantial, and they suggest administrators acknowledge and support faculty in this work (Lee and Loton 2017; Upson-Saia 2013). In addition, Lee and Loton (2017) describe capstones as “high risk activities” due to the high expectations both students and faculty place on these experiences. These expectations make administrative support imperative, but it also means that if an instructor wishes to deviate their capstone structure from the institutional norm, they will need to offer substantial justification due to the existing pressure on these courses and projects. 

Reassess periodically:  Upson-Saia reminds us that because there is such a wide variety of possibilities, the form of capstone an instructor settles on may not remain appropriate as departmental cultures, curricular structures, and students all change and evolve over time. She describes the special topics seminar form of some capstones in her study as minimally different from other upper-level courses in the department and a holdover from the senior seminars of the 1800s (Upson-Saia 2013) and questions whether that model is still the most appropriate way to culminate a student’s experience. It is worth checking in and evaluating the efficacy of a program or project no matter what. Brooks et al. (2004) offer a helpful example of how to assess a capstone experience; they found that while their capstone did not meet some goals they assumed it would, it was successful in a number of other areas and did broader curricular work for the department that was otherwise missing. Without pausing to assess their program, they would not have understood whether its form was successful for their departmental goals.

Embedded and Emerging Questions for Research, Practice, and Theory

Several characteristics of high impact practices need to be researched more deeply in the context of capstone experiences, including in particular: interaction with faculty and peers about substantive matters, public demonstration of competence, and frequent and timely feedback. Recent research has revealed the mentored relationship to be one of the most impactful of a student’s undergraduate experience (Lambert, Husser, and Felten 2018). Writings on capstones recommend spending time developing these mentored relationships in the capstone, but few explore the particular impact of relationship and mentorship in capstone experiences. Future research on this topic could contribute enormously to scholarly conversations about course-embedded mentorship and relationship building. Current research doesn’t specify how public demonstration of competence need be to make a capstone high impact. It would be worth exploring, for example, the impact of the demonstration of competence in capstones which have more creative forms such as curating a gallery, leading a teach-in, or performing creatively. Finally, frequent, timely, and constructive feedback—a key element of high impact practices—remains unexplored in the context of capstones and could make a valuable new direction for research. 

Like the qualities of high impact practices, writing about the benefits of capstones often doesn’t do enough to highlight the unique impacts of the qualities of capstones. Research on capstones highlighting their benefits often center on elements of capstones that are other HIPs—such as collaborative learning, problem-based learning, service- or community-based learning, or undergraduate research. This practice makes distinguishing the benefits of capstones from the known benefits associated with these other HIPs nearly impossible. And this challenge raises an important question: would a capstone without these elements be equally successful in promoting deep and engaged learning? 

While capstones share admirable goals and purposes, it has been more difficult to tell how much they are actually meeting those goals. Some interesting analysis of capstones has emerged of late that found that capstones were a significant positive predictor for only one element of liberal learning (“need for cognition”—or one’s propensity to engage in lifelong learning) and in fact was a significant negative predictor for critical thinking (Kilgo et al. 2015). The authors of this study specify that more research on capstones is needed, but a previous 2004 case study found similar results (Brooks et al. 2004).  In Brooks, Benton-Kupper, and Slayton’s (2004) assessment of a university (interdisciplinary) capstone, they were surprised to find that though they expected the university capstone to significantly support students’ critical thinking development, “the students did not identify the course as meeting those common threads of the University’s goals to a great or moderate degree” (Brooks et al. 2004, 281). Instead, students who took a discipline-specific capstone reported higher levels of critical thinking development. Both of these studies noted a number of other strong benefits to capstones—so it may be that in conjunction with the other coursework students engage in, they do not need to have a strong critical thinking focus. It is also possible that capstones that look different from these—perhaps those with more of an undergraduate research focus—may do a better job developing this skill. More research is needed in this area to make sense of these findings. 

Key Scholarship

Butler, Des, Sandra Coe, Rachael Field, Judith McNamara, Sally Kift, and Catherine Brown. 2017. “Embodying Life-Long Learning: Transition and Capstone Experiences.” Oxford Review of Education 43 (2): 194-208. https://doi.org/10.1080/03054985.2016.1270199 .

About this Journal Article:

This case study describes the first of six  principles ,  which informed the development of a capstone design for Australian legal education, and according to the authors, should inform the development of  any  capstone. The authors focus on Transition–the first of their selected principles–as a theoretical framework for the pedagogical design they develop. They extend  Kift’s  Transition Pedagogy, an adaptation of Schlossberg  that  focuses on first year students, to inform final year practices—viewing final year students as students in transition, too. The authors identify three areas in which the incorporation of transition pedagogy can enhance a capstone experience and help students manage uncertainty, complexity, and change; develop a professional identity; and career plan. While the case study doesn’t cover the implementation of  the  capstone design, the study can offer a useful model for capstone development. Additionally, the transition framework does a helpful job of linking student development theory (and Schlossberg’s theory of  t ransition) with pedagogy and ends with qualitative data from students  as  evidence  of  the necessity of the framework.

Collier, Peter J. 2000. “The Effects of Completing a Capstone Course on Student Identity.” Sociology of Education 73 (4): 285-299. https://doi.org/10.2307/2673235 .

Collier’s article studies the effect of participation in a capstone experience on undergraduate students’ identification as a college student. He proposes that the increased identification with this role by capstone students over time indicate capstones’ effectiveness in socialization. Using  different identity theories around  role identities  and role-identity acquisition as theoretical frameworks, Collier developed a longitudinal study of 26 senior capstone students (multidisciplinary and across the university) of one year’s capstone at a university, with a nonequivalent control group (n=26). Using pre- and post-measurements, Collier found that the nature of the capstone as a grounded and experiential course contributed to its transformative impact on students. Students connecting with the community in a capstone context were pushed to work more collaboratively, and this social aspect of their learning and work helped them to associate more strongly with the role of  a  college student. The development of identity as a student is a potential strength of capstones. However, Collier fails to discuss why developing a student identity–especially in the senior year–is a worthwhile or positive practice, nor does he discuss how that student identity intersects with other social identities a student may hold. Collier does offer several practical implications for curriculum and specifically capstone development.

Dunlap, Joanna C. 2005. “Problem-Based Learning and Self-Efficacy: How a Capstone Course Prepares Students for a Profession.” Educational Technology Research and Development 53 (1): 65-83. https://doi.org/10.1007/bf02504858 .

Dunlap employed a mixed methods approach to study the self-efficacy of 31 students in a required undergraduate capstone course. She analyzed guided journal submissions and triangulated those responses with student responses to a survey tool called the General Perceived Self-Efficacy Scale, a 10-item scale that “assesses optimistic self-beliefs to cope with a variety of difficult demands in life” (73). Her findings — that students’ participation in a  p roblem- b ased  l earning environment impacts students’ sense of capability, especially looking forward to career prospects and their sense of professional identity — offer data to support why capstones serve as a powerful facilitator of transition for students. While her findings are most specific to problem-based learning, a related high   impact practice, their basis in a capstone context may help support the development of positively impactful capstone experiences.  

Julien, Brianna L, Louise Lexis, Johannes Schuijers, Tom Samiric, and Stuart McDonald. 2012. “Using Capstones to Develop Research Skills and Graduate Capabilities: A Case Study from Physiology.” Journal of University Teaching and Learning Practice 9 (3): 58-73. https://doi.org/10.53761/1.9.3.6 .

This case study describes two physiology capstones that culminate the Bachelor of Health Science at La Trobe University. The authors describe the student assessments involved in the capstones and evaluate the program itself based on student performance, student feedback, and faculty perceptions of the course. The authors found that final grades for students were significantly higher in 2011 ,  following the implementation of the  capstone  course than final grades in the previous two years. Students reported positive skill development and satisfaction, and instructors noticed a higher degree of student-centered learning along with a “vastly increased workload” and “greater need for infrastructure services” (11). The value of this case study is not only the model it provides for capstone development, but also the consideration of staffing and resource needs to support strong capstone experiences. Other institutions looking to launch or revise capstone experiences would do well to recognize this resource challenge.

Ketcham , Caroline J, Anthony G Weaver, and Jessie L Moore. 2023. Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning. Sterling, VA: Stylus Publishing.

About this Book:

Cultivating Capstones  introduces higher education faculty and administrators to the landscape of capstone experiences, offers research-informed models that institutions could adapt for their own contextual goals, and suggests faculty development strategies to support implementation of high-quality student learning experiences. The edited collection draws primarily from multi-year, multi-institutional, and mixed-methods studies conducted by participants in the 2018-2020 Center for Engaged Learning research seminar on Capstone Experiences; this work is complemented by chapters by additional scholars focused on culminating experiences.

The collection is divided into three sections. Part one offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part two shares specific culminating experiences (e.g., seminar courses in general education curricula, capstone experiences in the major, capstone research projects in a multi-campus early college program, capstone ePortfolios, etc.), with examples from multiple institutions and strategies for adapting them for readers’ own campus contexts. Part three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts.

Learn more at Cultivating Capstones – Center for Engaged Learning

Kilgo, Cindy A, Jessica K Ezell Sheets, and Ernest T Pascarella. 2014. “The Link between High-Impact Practices and Student Learning: Some Longitudinal Evidence.” Higher Education 69 (4): 509-525. https://doi.org/10.1007/s10734-014-9788-z .

This study used pre- and post-tests to estimate the efficacy of the 10 high impact practices supported by AAC&U and found that overall, the high   impact practices do, in fact, support student learning. They found that active ,  collaborative learning and undergraduate research were especially effective in promoting critical thinking, cognition, and intercultural effectiveness, while capstones (among other HIP s ) had more mixed effects. For capstones in particular, the authors found a negative link to critical thinking, “but positive net association with four-year gains in need for cognition” (519). The authors highlight several other specific positive gains in student learning  as a result of  capstones, and this data can be especially helpful in advocating not only for the value of capstones themselves, but in the value of intentionally designed capstones. The multi-institutional results help generalize the benefits, and even more importantly point to areas where negative links occurred, suggesting that administration and facilitation are key in capstones  actually having  high (positive) impact.  

Lee, Nicolette, and Daniel Loton. 2017. “Capstone Purposes across Disciplines.” Studies in Higher Education 44 (1): 134-50. https://doi.org/10.1080/03075079.2017.1347155 .

This literature review analyzes the purposes of capstones as presented by faculty involved in capstone design and instruction. This review is valuable in offering a broad overview of capstone literature and present understandings— for example,  capstones are frequently linked to development of employability skills and personal student attributes. In addition to a review of the literature, Lee and  Loton  conducted an online survey of 216 capstone educators internationally (with just over three – quarters originating from Australia, the authors’ base). Here, they found the 20 most highly rated purposes for capstones were similarly rated across disciplinary groups — implying they serve a common purpose regardless of discipline. The survey responses echoed what has been focused on broadly in the literature and adds some nuance  that  will be useful to readers seeking to understand capstones at an introductory level. Finally, the purposes raised may help designers of capstones identify shared purposes from which to backward design the capstone experience.  

Paris, David, and Ann Ferren. 2013. “How Students, Faculty, and Institutions Can Fulfill the Promise of Capstones.” Peer Review 15 (4). https://www.aacu.org/publications-research/periodicals/how-students-faculty-and-institutions-can-fulfill-promise .

This article offers a useful analysis of the capstone experience broadly, offering some recent historical context for capstones as well as recommendations for where they are headed today based on practice examples found across the United States. For American readers in particular, this  analysis  will offer some helpful comparisons to programs in a more familiar context. Unlike some of the heavier and formal research-centered pieces, another benefit of this  article  is its accessibility, due in large part because it serves to introduce a whole issue of  Peer Review  focused on capstone experiences. Paris and  Ferren’s  focus on the faculty-student relationship within capstones may be especially useful to readers, as it’s a lens of capstones not frequently seen in other literature and may be a key element in what makes capstones a high   impact practice.  

Rash, Agnes, and Kathryn Weld. 2013. “The Capstone Course: Origins, Goals, Methods, and Issues.” PRIMUS 23 (4): 291-96. https://doi.org/10.1080/10511970.2013.775203 .

This is an introduction to a special issue on capstone courses, which describes a range of models, common goals across capstones, popular teaching methods used in capstones, the value of capstones  as a way to  assess a curricular program, and issues related to faculty development. The curricular focus, mathematics, is somewhat unique and so may be especially useful for instructors who come with a strong disciplinary connection and are unsure of how capstones may fit into or enhance the content they hope to impart on students. An interesting  and also  unique aspect of this piece is the acknowledgement of capstones’ value in program assessment. For  administrators in particular, this  may be a helpful argument for an added benefit of capstones beyond student learning directly associated with the course. This  article , as  with  several others, is explicit in framing the teaching of capstones as more of a mentorship relationship–an idea that would be worth following up on in future research.  

Redman, Peggy. 2013. “Going beyond the Requirement: The Capstone Experience.” Peer Review 15 (4). https://www.aacu.org/publications-research/periodicals/going-beyond-requirement-capstone-experience .

This case study describes capstones across the curriculum and educational levels (bachelors, master’s, and doctoral) at the University of La Verne in southern California. By looking at the 127 capstone projects that students produced (41 undergraduate), Redman analyzed student writing and learning. As a result of the findings associated with this analysis, the university adapted a more integrated and reflective process across all four years to prepare students for their final capstone. This piece serves as a valuable model for thoughtfully embedding and scaffolding the capstone experience not only in the final year, but from a student’s first experience on campus. Additionally, the piece offers innovative ideas for linking capstones to other high impact practices such as community partnerships (service-learning) and  ePortfolios .  

Upson-Saia, Kristi. 2013. “The Capstone Experience for the Religious Studies Major.” Teaching Theology & Religion 16 (1): 3-17. https://doi.org/10.1111/teth.12001 .

This study examines capstone experiences for religious studies majors at 29 different U.S. institutions. Upson-Saia not only explores the strengths across these experiences, and the  factors  that  set apart  especially successful programs, but also takes an explicit focus on “the most frustrating aspects of the capstone” and “how some departments avoid such frustrations” (4). Unlike Lee and  Loton  (2017), who found strong consensus among the top purposes of capstones, Upson-Saia found little consensus among religious studies capstones beyond “culmination” in their educational objectives. This may be a difference in scale–on a smaller scale, more variation is visible–or in context .   P erhaps authors have similar ideas about what should be talked about in published articles, but in practice ,  there may be more variation in purpose. Interestingly, Upson-Saia  discusses  one of the themes Lee and  Loton  raised about the pressures put on the capstone: suggesting that frustrations about the capstone as not going well ,  or doing as much as it could ,  stem from those pressures for capstone to be doing everything. She takes a historical lens in her response to this, exploring the evolution of capstones and their purposes through history to think through how capstones may be positioned  today. Her resulting list of best practices for religious studies capstones may be adapted across disciplinary contexts and offer a useful starting point for people designing and developing capstones.  

Young, Dallin George, Jasmin K Chung, Dory E Hoffman, and Ryan Bronkema. 2017. 2016 National Survey of Senior Capstone Experiences: Expanding our Understanding of Culminating Experiences. Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition.

This publication reports on the 2016 National Survey of Senior Capstone Experiences conducted by the National Resource Center for The First-Year Experience and Students in Transition. The survey previously was administered in 1999 and 2011. It reports on capstones in curricular and co-curricular higher education programs, including objectives for the capstone experiences, types of capstone by field of study, and percentage of seniors participating in capstones.

See all Capstone Experiences entries

Model Programs

The University of Oregon  has several strong capstone examples based around community engaged learning. Their Environmental Leadership Program (ELP) serves as the capstone experience for environmental studies majors and other interested students, and involves matching student “teams with non-profit organizations, governmental agencies, and businesses to address local environmental needs” ( Lynch and Boulay 2011 ). Similarly, the University of Oregon’s Master of Public Administration program matches students to local clients to “solve real-world policy and management problems” ( IPRE Blog 2020 ). In 2020, students in this program focused on supporting vulnerable populations, developing resilience, and supporting sustainability. The real-world and problem-based nature of these capstone experiences allow students to apply their learning to projects that matter.  

The University of Leeds  has a culminating research experience as the capstone for its honors bioscience students. The department specifies that “all honors degree students are expected to have some personal experience of the approach to practice and evaluation of scientific research,” and that “it is expected to include an element of novelty satisfied by work that is hypothesis-driven or which leads to formation of an hypothesis” ( University of Leeds and D.I. Lewis 2019 ). 

The College of Wooster  in Ohio has a robust final year research project as its culminating experience. Wooster works to set the foundation for this work early, through opportunities like the  Sophomore Research Program , which funds students as paid research assistants to Wooster faculty and encourages students to connect with faculty on independent research projects in other spaces as well. The final capstone experience is called the  Independent Study , and pairs every student with a professor for a one-on-one mentored experience. This deep, synthesizing, sustained, and highly mentored experience checks off each of the key qualities of high impact practices.  

Additional programs are featured in  Cultivating Capstones  (forthcoming from Stylus Publishing). 

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Featured Resources

Elon statement on capstone experiences.

From 2018 to 2020, twenty-two scholars participated in the Center for Engaged Learning research seminar on Capstone Experiences, co-led by Caroline Ketcham (Elon University), Jillian Kinzie (Indiana University), and Tony Weaver (Elon University). The seminar fostered international, multi-institutional research on capstone…

“2020 Capstone and Oregon Policy Lab Project Launch.” Web log.  IPRE Blog (blog). University of Oregon, February 20, 2020. https://blogs.uoregon.edu/cscenter/2020/01/28/2020-capstone-and-oregon-policy-lab-project-launch/.  

Brooks, Randy, Jodi Benton-Kupper, and Deborah Slayton. “Curricular Aims: Assessment of a University Capstone Course.”  The Journal of General Education  53, no. 3/4 (2004): 275–87. http://www.jstor.org/stable/27797996. 

Covington, Owen, Leo M Lambert, Jason Husser, and Peter Felton. “The Conversation:  Mentors Play Critical Role in Quality of College Experience.” Today at Elon. The Conversation, August 22, 2018. https://www.elon.edu/u/news/2018/08/22/the-conversation-mentors-play-critical-role-in-quality-of-college-experience/.  

Felten, Peter, John N Gardner, Charles C Schroeder, Leo M Lambert, and Betsy O Barefoot.  The Undergraduate Experience: Focusing Institutions on What Matters Most . Wiley, 2016.  

Kinzie, J. “Taking Stock of Capstones and Integrative Learning.” 2013.  Peer Review; Washington  15, no. 4: 27–30.  

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The Center thanks Sophia Abbot, our 2018-2020 graduate apprentice, for contributing the initial content for this resource.

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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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South College

Your Career Starts Here

Doctor of Occupational Therapy

Programs: get started today.

Occupational therapists help people overcome difficulties, gain independence, and live healthier, fuller lives by engaging in meaningful home and community activities. Our Doctor of Occupational Therapy (OTD) program is designed to prepare you for occupational therapy practice and leadership. Across your courses, you will explore how to design and implement occupation-based and culturally responsive interventions that support the well-being of your patients and the larger community. You’ll gain familiarity with working in and with various settings and client demographics.

The Doctor of Occupational Therapy program requires successful completion of 30 courses for 135 quarter credit hours. Students admitted to the program can complete the degree in 2 years of full-time study. The curriculum combines online learning, immersive on-campus lab experiences in Atlanta or Knoxville, and occupational therapy fieldwork in approved sites. The program capstone is a research project that students align with their interests and goals.

Develop Essential Skills In

• Patient screening and evaluation best practices
• Evidence-based care for patients across the lifespan
• Research methods, design, and analysis
• Professional leadership and advocacy
• Community-based practice and health promotion

See all Occupational Therapy Programs

South College Occupational Therapy

Bureau of Labor Statistics

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Tuition and Fees

View Tuition

Available Locations

Examples of Scholarships and Grants That May Be Available (Check with Your Campus Financial Aid Office For More Information)

Concentrations in this program, ready for your next step, you may enjoy this line of study if….

• Want to help people develop or master everyday skills for independent, satisfying lives
• Are fascinated with how the human body moves, recovers, and functions
• Like coming up with plans and programs to benefit individuals and communities
• Can be professional, empathetic, and ethical in all situations
• Feel driven to provide holistic quality patient care and support

Additional Information

• Estimated Program Costs
• Complaints and Grievances Policy

The Doctor of Occupational Therapy (OTD) program mission is to cultivate diverse doctor of occupational therapy practitioners who understand, apply, and model with confidence the distinct values of the occupational therapy profession. This includes, but is not limited to, demonstrating professionalism, critical reasoning, best-practice skills, empathy, mindfulness, and evidence in the design, development, and implementation of occupation-based and culturally responsive interventions, and to improve occupational performance, health, and well-being of individuals and populations in traditional and emerging practice areas.

Student Learning Outcomes

The Doctor of Occupational Therapy program is designed to prepare you to:

• Engage in therapeutic practice that reflects the distinct value of the Occupational Therapy profession across the lifespan, for individuals, groups, and populations and contexts.  
• Employ systems thinking to select appropriate interventions in settings where occupational therapy is currently practiced and where it is emerging as a service.  
• Apply evidence-based assessments and interventions to improve occupational performance and provide client-centered care within contexts. 
• Demonstrate the requisite skills to function effectively as a collaborative member of intra and interprofessional healthcare teams.  
• Demonstrate transformational leadership and advocacy while engaging with individuals, groups, organizations, and populations.  
• Perform as reflective practitioners who are committed to lifelong learning and scholarship.

OTD Level II Fieldwork and Capstone Requirement

The following statement from the Accreditation Council of Occupational Therapy Education (ACOTE) provides guidance on completion timeline requirements for the fieldwork and capstone components of the OTD educational program:

Students must complete 24 weeks of Level II fieldwork and an individual 14-week capstone experience within 12 months following the completion of the didactic portion of the program. The doctoral capstone experience must be started after completion of all coursework, Level II fieldwork, and preparatory activities as defined in 2023 ACOTE OTD Standard D.1.H3o.

Admission Requirements

In order to be considered for admission to the Doctor of Occupational Therapy program at South College, the following criteria must be met:  

• Complete a baccalaureate degree from a regionally accredited institution prior to classes beginning. Admission may be granted pending completion of the degree.   
• Pre-requisite grade point average (GPA) must be 3.00 GPA or greater on a 4.00 scale.  
• Grades below “C” (2.0) in prerequisite courses will not be accepted.  
• If a prerequisite course is repeated, the credit hours assigned to the course may be counted only once in fulfilling the required number of hours. The prerequisite GPA will be determined using the highest course grade achieved; however, both grades will be calculated into the cumulative GPA.
•  If cumulative GPA is less than 3.00 on a 4.00 scale, an applicant may still be eligible for admission if a GPA of 3.00 or greater is demonstrated for the last 60 credits and life experience(s)/non-academic factors demonstrated during or following undergraduate education that support growth and success within an accelerated, hybrid OTD program as determined by the South College OTD Admissions Department.
• Application may be submitted, and a conditional acceptance may be awarded, during enrollment in an undergraduate degree program or completion of prerequisite course work as long as courses are successfully completed by enrollment.
• licensed occupational therapist (at least one letter required). 
• academic advisor/professor.
• supervisor/employer.
• Evidence of at least 40 hours of OT observation in two different practice areas completed by a certain date provided by the program.
• Evidence successful completion of OTCAS essay consistent with technical standards. 
• For all applicants for whom English is not their first language or those who have completed a degree and prerequisite courses in a foreign country, demonstration of English language proficiency is required through completion of the Test of English as a Foreign Language (TOEFL).  
• Successful completion of an admission interview. Applicants are selected for interviews based on a holistic evaluation of their application and supporting documents.  
• Evidence of ability to fulfill the Technical Standards for admission outlined in the OTD program information in the South College Catalog.  
• Completion and receipt of an acceptable Criminal Background Check (CBC) prior to matriculation.

Due to the way that the South College OTD program is classified according to the Student and Exchange Visitor Program of the U.S. Immigration and Customs Enforcement Agency, our students are not eligible for educational visas. Accordingly, we are only able to admit applicants who are either U.S. citizens or permanent residents.

Pre-requisite courses:

• Human Anatomy & Physiology Lecture and Lab I (6 quarter hours/4 semester hours)
• Human Anatomy & Physiology Lecture and Lab II (6 quarter hours/4 semester hours)
• Statistics (4.5 quarter hours/3 semester hours)
• Two (2) English (9 quarter hours/6 semester hours)
• Communications (4.5 quarter hours/3 semester hours)
• General Psychology (4.5 quarter hours/3 semester hours)
• Human Growth & Development/Lifespan Development/Developmental Psychology (4.5 quarter hours/3 semester hours)
• Abnormal Psychology (4.5 quarter hours/3 semester hours)
• Medical Terminology (3 quarter hours/2 semester hours)
• Sociology or Social/Behavioral Science (4.5 quarter hours/3 semester hours)

Applicant ranking rubric is utilized for cohort admission.

Graduation Requirements

Graduation requirements for the program are as follows:

For a student to graduate from the Doctor of Occupational Therapy program, the student must be in good academic and professional standing, have had satisfactory progress in all quarters of the academic program, and satisfactorily complete the following:

• Satisfactorily complete all courses with a minimum cumulative grade point average (CGPA) of 3.0.
• On approval of faculty, successfully complete the Capstone Project and Experience.
• Complete and pass all Level-II Fieldwork Experiences.
• Abide by all college rules and regulations and settle any financial obligations to the college prior to graduation.
• Complete the Graduate Exit Survey.

Matriculation and attendance at South College are privileges granted to the student in consideration of performance of specified assignments and the maintenance of established standards of personal and professional conduct. The College reserves the right, and the student by the act of matriculation concedes to the College the right, to require withdrawal at any time the College deems it necessary to safeguard the standards of scholarship, conduct, and compliance with regulations, or for such other reasons deemed appropriate by the College as set forth in the program manual and/or the South College Catalog.

Occupational Therapist Licensure

All 50 states in the United States plus the District of Columbia, Puerto Rico, and Guam require occupational therapists and occupational therapy assistants to be licensed to provide occupational therapy services.  A license grants you the legal privilege to practice occupational therapy in the state in which you are licensed. 

Your occupational therapy license is not the same as the certification that you earn by passing the exam administered by the National Board for Certification in Occupational Therapy (NBCOT). 

Some states have unique licensure requirements. For example, a jurisprudence exam is required in some states to test the graduate’s knowledge of state laws, rules, and practice acts that govern occupational therapy practice. Some require satisfactory background checks.  These unique requirements are not associated with preparation in the South College program.  

The following link provides information regarding licensing: 

Learn the steps to occupational therapy state licensure. | AOTA  

The core aspects of licensure include:

• Graduate from an ACOTE-accredited educational program 
• Complete fieldwork requirements 
• Pass the NBCOT Certification Exam 
• Complete all state specific licensing requirements and pay a fee 

Accreditation

South College Atlanta and Knoxville Campus are seeking accreditation of a new occupational therapist education program from Accreditation Council for Occupational Therapy (ACOTE). South College’s Doctor of Occupational Therapy (OTD) program is currently in  applicant s tatus to submit a candidacy application by the Accreditation Council for Occupational Therapy (ACOTE) of the American Occupational Therapy Association (AOTA), at 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814. Upon review of that Application, ACOTE grants, defers action on, or denies Candidacy Status. Although the designation “Candidacy Status” is not a guarantee of accreditation, it does indicate that the resource allocation and plan for development of the proposed program appears to demonstrate the ability to meet the applicable ACOTE Standards if fully implemented as planned. Candidacy Status must be granted before students may be admitted or notified of admission to the program and is required in order for the program to proceed.Upon receiving full accreditation, this program’s graduates will be eligible to sit for the national certification examination for the occupational therapist by the National Board for Certification in Occupational Therapy (NBCOT), Inc. An individual will be considered an Occupational Therapist, Registered (OTR) following successful completion of the above-mentioned exam. Though most states require licensure to practice, the state licenses are usually contingent on successful passage of the NBCOT Certification Examination.  A felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination as well as eligibility to obtain state licensure.   For further questions, one may reach ACOTE by phone c/o AOTA, at (301) 652-6611 x1184.

Got A Question? South College Frequently Asked Questions

What is the tuition for south college.

Tuition and fees for South College students vary by program, and tuition rates are tiered based on the number of credits taken each quarter. For example, in our undergraduate programs, students taking 10-20 credits per quarter are charged one quarterly tuition rate based on their program, while students in the same program taking 1-5 or 6-9 credits are charged different tuition rates. Our tuition rates are designed such that South College students who take a high number of credits per quarter may be able to complete their program at a lower total cost than students who take fewer credits per quarter. Contact our admissions team who can help you prepare the budget for the field of study you want to pursue. And don’t forget we also offer numerous grants, scholarships, and financial aid packages to those that qualify.

Does South College offer Financial Aid?

Yes! Financial aid for South College is available to those who qualify. Students at South College have access to a range of financial aid to provide the economic assistance they need to pay for college. Aid is available in the form of scholarships, grants and awards, work-study programs, and loans. We’re happy to participate in numerous federal, state, and private student aid programs, and to offer funding directly. In addition to federal and state financial aid, South College institutional grants can reduce out-of-pocket expenses for qualified military-affiliated students, first responders, and recent high school graduates. Visit our financial page or contact our admissions team. We want you to succeed! Let us help you give your dream direction and address your financial aid questions.

Is South College Accredited?

Yes! South College is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award degrees at the doctorate, educational specialist, master's, baccalaureate, and associate levels, as well as certificates. With over 100 programs and concentrations and campuses on multiple states the state authorizations have been obtained. Visit the link to see the full listing. It is the student’s responsibility to contact the appropriate licensing board to confirm whether a South College program will meet the requirements for professional licensure in that state. South College will assist with this information for fully online programs. For onground/hybrid programs, the institution ensures that the program meets requirements for the state in which the campus is located.

How do I apply to South College?

Visit South College and see for yourself what the college has to offer. Campus tours include a personal admissions consultation, campus facility tour and more! When you are ready to start your journey at South College, submit an online application or speak with an admissions representative. Once your application is received, we will begin building your personalized plan to pursue the chosen degree or certificate program based on your interest. We want you to have the best possible educational experience. To learn more about the educational opportunities available for your future, Apply today!

Do you Offer Housing?

South College offers a wide range of degree and certificate programs in areas such as business, healthcare, legal studies, education, criminal justice, and technology. At this time, we do not currently offer housing options. Our expansive online study and hybrid options allow our students to learn wherever they are located, and often with the flexibility of their own convenient time. With academic advisors that support the students throughout their tenure at South College, along with tutors, study groups, and a student success team, students at South College have resources at their fingertips to assist them in their educational pursuits and may be able to guide towards housing areas close to the campus of their choice. The individual attention and support provided by our faculty and staff helps to set us apart. Students interested in a more personalized learning experience are often attracted to South College over other larger universities and colleges in our campus locations. Request more information about South College today!

Looking for South College Consumer Information?

South College was founded in 1882 and focused on serving students who want a hands-on, relevant education that can have a meaningful impact on their lives. South College strives to provide quality instruction, resources, and support services based on systematic and ongoing assessment and evaluation of objectives/outcomes to ensure the development of student abilities necessary for the achievement of positive student outcomes and the mission/vision of the college. The institution establishes policies and procedures to maintain compliance with applicable federal, state, and accrediting requirements. Click below to learn all about South College’s history, and who we are as an institution today.

Does South College accept Transfer Students?

Yes! Credit for transfer work may be given if it was taken at an accredited collegiate institution, if it is equivalent to courses offered at South College, and if it carries a grade of C or better. Any coursework taken over seven years ago may be denied transfer credit if the material is outdated. Policies for the acceptance of any graduate level transfer credit are determined by the associated program faculty within guidelines determined by the institution. We want students to succeed and will do our best to help you in your journey to apply transfer credits to those who qualify. Contact admissions for assistance for your transfer individualized plan and consideration and learn about transfer specifications and time limits by course here:

What Kind of Certificate u0026amp; Degrees does South College Offer?

South College is a regionally accredited private co-educational, institution with non-residential campuses in Knoxville and Nashville, Tennessee; Asheville, North Carolina; Atlanta, Georgia; Indianapolis, Indiana; Pittsburgh, Pennsylvania and Orlando, Florida. Students can pursue academic programs at all levels, including professional certificates and associate, bachelor’s, master’s, and doctoral degrees. New academic programs are added frequently in response to local, regional, and national employment trends, and South College is committed to providing programs at all levels with innovative course content and teaching platforms. Explore all the programs and come back often as we regularly add new programs that may spark your interest!

Online vs On-Campus – What Is Best?

Since its founding 140 years ago, South College‘s mission has been to serve students who want a hands-on, professional focused education. Today this means offering traditional classroom experiences along with accelerated, hybrid, and online learning options. It means small class sizes, modern labs, and campuses that are convenient to large numbers of students. Most of all, it means experienced instructors who provide real world experiences in their classes and lead in-depth discussions on the concepts taught. South College also offers non-traditional distance-learning programs, allowing students to earn a college degree online providing more flexibility with the same level of quality education and experience from all academic programs offered. This option is great for potential students who are working a full-time job or are not in travel distance to one of the learning sites. Online vs. campus? You decide. Get the student experience you desire in the program that fits your style best on your road to success!

Does South College Have Programs for Active or Retired Military?

As an institution of higher education, South College recognizes its responsibility to society and supports both institutional and individual commitments to service. South College encourages its administration, faculty, and staff to invest their knowledge, experience, and expertise in community, professional, and institutional service. South College’s core values of excellence, responsibility, and integrity serve as the foundation for assessing the quality of institutional, school/departmental, and individual performance in achieving this mission. South College is grateful for the service and sacrifice of our military and their families. We are happy to provide the South College Military Grant to support our military – past and present – in the pursuit of their education and skill development. The South College Application Fee is waived for all active-duty military members, veterans, their spouses, and their dependent children who receive this Grant.