Capstone Project Guide Book
Lincoln High School’sCapstone ProjectGuide Book
CAPSTONE PROJECTSECTION 1 – IntroductionThe Capstone Project is a multifaceted body of work that allows students to demonstrate theiracademic and intellectual experience. This process will allow you to showcase your ability toread, write, speak, think, plan, implement, be self-disciplined, problem solve, and organize yourwork. The Capstone Project is designed to be completed independently by students with theguidance of a staff mentor or expert in the field.The Capstone Project can focus on English, math, or both depending upon which area ofcollege and career ready demonstration is needed. This process cannot rely solely up on whatinformation students already know, but must demonstrate new learning and growth. Studentswill learn many skills through the completion of a Capstone Project. Some skills includecomplex problem solving, evaluation and synthesis of research, writing, communication,organization, time management, knowledge of technology and how to use it in a presentation,and oral presentation skills.The Capstone Project consists of four major components: a research paper, aproduct/performance/physical project, a portfolio, and an oral presentation. Students willmaintain a portfolio containing their mentor information, learning log, reflective paper and workscited page. To be successful, each student must complete and pass each component.The Capstone Project can be complete in the following ways: Within a class that has built the capstone project into its curriculum; As an independent study with an approved mentor.SECTION 2 – Project SelectionStudent choice is an important component of a successful Capstone Project. Given the amountof time that will be dedicated to this project, it is important to choose a project wisely. Studentsare best motivated to carry out the Capstone Project when the process deepens their learningand exploration of topics that capture their personal passions and goals.To start this process, students need to think about all the things in which they are interested –things they would like to do, learn, understand, see, improve, create, or experience. Brainstormand write down ideas as they pop into your mind. After you have several ideas, begin to narrowyour ideas down to three or four ideas which are doable and prioritize them. When decidingwhether or not a project idea is doable, consider whether or not research information andresources to complete the project are available. Remember, you project should maintain yourinterest for an extended period of time.SECTION 3 – Project Focus AreasService-Oriented ProjectsStudents choosing this project focus will be devoting a minimum of 25 hours to a communityservice project for which they will have to complete the research paper and develop a multimedia presentation. The process will begin with the selection of a need in the community andthe development of a plan to remedy it.
Examples: Restoration and improvement of a section of a neighborhood park Spend time at the Humane Society Design a service, such as after-school tutoring services or read to a resident at ValleyView Villa Participate on a community service board Organize a series of seminars to educate parents on teen issues.Career or Industry-based ProjectsStudents choosing this project focus will be completing a 25 hour internship in the field ofstudent he/she intends to pursue after high school. The process will begin with researchingpossible careers within a field of interests. Students will then select a mentor and begin the jobshadowing/internship process. The research paper will relate to an emerging issue within thefield.Examples: Job shadowing at the veterinarian’s office – research: how has technology impactedveterinary medicine? Job shadowing with a construction company – research: how is geometry utilized inconstruction? Auto mechanic – produce a systematic maintenance manual for car upkeep, includingapproximate costs, schedule, reasoning, etc.Curricular-based ProjectsStudents choosing this project focus area will select a particular curricular area in which to dooriginal, in-depth research.Examples: English – read an author’s primary works and research how historical events aredepicted in the author’s works and how was history influenced by the author’s works.Outcome product would be a collection of poems or short stories written in the author’sstyle. Health/Social Science – research the impact of sleep deprivation on cognitivedevelopment. Explore what an ideal school start time would be to maximize academicperformance. Outcome product would be a proposal or new start time schedule forschools with logistics accounted for.SECTION 4 – The PortfolioThe Capstone Project Portfolio is a collection of all required forms, research documentation, andreflection neatly presented in a 1-inch binder. The Capstone Project Portfolio documents theentire Capstone Project journey, including a reflection of what was learned. Guidelines on howto complete the portfolio will be provided. Templates and required forms are included in theappendix of this document.The portfolio must include: Cover Page, word processed and inserted in front of the binder Letter of Introduction to the Capstone Review Panel members Table of Contents
Capstone Letter of IntentCapstone Parental Permission FormCapstone Project Approval FormCapstone Research DocumentationCapstone Research Paper – clean copyCapstone Project Log (25 hours minimum)Capstone Product or Performance Documentation (photographs, DVD, etc.)Capstone Presentation OutlineCapstone Presentation Practice Feedback FormCapstone Project Reflection WorksheetCapstone ReflectionCapstone Portfolio ChecklistSECTION 5 – The Research PaperThe research paper should complement the topic that was selected for the Capstone Project.The paper should explore what is currently known about the topic, which will then lead to thedevelopment of a product or performance. The research paper is not just a report; it mustinclude a thesis statement that declares the main idea of the paper, that makes a statementabout the subject, and that engages the reader.The Research Paper must: Include 5 to 8 pages, excluding the title page or works cited page. Have a cover page that identifies the title, student, teacher/mentor, and date. Use a minimum of five resources, which need to be properly cited within the text andcontain a complete annotated bibliography. Be properly formatted with one-inch margins, double spacing, and twelve-point TimesNew Roman font. Use charts, graphs, photos when appropriate, but no decorative clip art or drawings. Be stapled in the upper left-hand corner. Address the following:o What I Know – Introduce the topic of research and explain your ideas and whatyou know about the topic.o What I Want to Find Out – Explain what it is that you want to know or uncoverabout the topic. Ask essential questions and develop your thesis. Explain whythis topic is important to you.o Research – What evidence did you uncover or discover? How did you supportyour findings? This can include interviews from within the field being researched.Interviews must be accompanied by a minimum of 15 interview questions with atranscript of the responses.o What I Learned – Combine your ideas and prior knowledge, with evidencesupported by research. What conclusions did you reach? What did you learn?Do you have the same ideas or interests that you started with? Or have theychanged and in what way?SECTION 6 – The Product/PerformanceThe third component of the Capstone Project is the creation of a product, a physical artifact orperformance that demonstrates what you learned during your research process. Whatever youselect for the product or performance must be of high quality, show what you learned,
demonstrate time and effort, and represent a connection to the research paper. A tri-fold boardfilled with photographs only is not acceptable.The product/performance must: Be a physical, tangible product or videotape of your performance. Be an extension of the research that was done. Be high quality and reflect time and effort as documented in the Project Log. Be a demonstration of what you learned.SECTION 7 – The PresentationThe final and culminating event of the Capstone Project will be the Capstone ProjectPresentation. The Capstone Review Panel may consist of teachers, administrators, andcommunity members. The presentation should be eight to ten minutes in length with a fiveminute question and answer period at the end. To build confidence, practice the presentationand ask for feedback that will help you refine your presentation. A Capstone PresentationPractice Feedback Form is included in the appendix. The key to a successful presentation is tobe prepared!The presentation must: Be eight to ten minutes in length with a five minutes answer time at the end. Include the product to provide physical evident of what you accomplished. Address the project, the research, the product and challenges that were encounteredalong the way that led to personal and academic growth.Key points to remember: Make eye contact with the panel members. Rehearse enough that you do not have to read your presentation. Avoid blocking your product or display. When pointing out portions of the product or display, use the hand that is closer to it.This keeps you from turning your back to your audience. Dress for success.o Have neatly styled hair and clean clothes.o Avoid unusual, provocative or inappropriate clothing.o Dress as if you are preparing for a job interview.
APPENDIXThe Capstone Project forms included in this appendix can also be accessed on-line atthe Capstone Project web page. Please download the forms from the web page,complete them electronically, and print them off for submission and inclusion in yourportfolio. Capstone Letter of Intent – TemplateCapstone Letter of Intent RubricCapstone Project Proposal WorksheetCapstone Project Approval FormCapstone Project Log FormCapstone Research Paper RubricCapstone Product or Performance RubricCapstone Project Reflection WorksheetCapstone Project Reflection GuideCapstone Reflection RubricCapstone Presentation Practice Feedback FormCapstone Presentation RubricCapstone Portfolio Checklist
CAPSTONE LETTER OF INTENT – TEMPLATE(Format your paper with 1 inch margins.)DateMonth Day, Year(Leave 2 spaces between date and address)AddressName of teacher or mentorSchool or Business NameStreet AddressTown, State Zip Code(Leave 2 spaces between address and salutation)SalutationDear Mr./Mrs./Ms. :(Leave 2 spaces between salutation and body of letter)Paragraph 1 Describe what project topic you selected, why you selected it, and whatyou hope to learn or accomplish with your project.(Leave 2 spaces between each paragraph)Paragraph 2 Describe what you will research and what your project will be.Paragraph 3 Describe how this project will challenge your thinking and learning.Paragraph 4 Describe plagiarism. State your awareness of plagiarism and falsification.Conclude with a clear statement affirming you will not plagiarize or falsifyany of your Capstone Project work. Example:I understand that plagiarism is stealing someone else’s work or ideas withoutgiving them proper credit by using appropriate citations. I understand thatplagiarism and any other falsification of forms or documents will result in seriousconsequences. I pledge to do my own best work in completing my CapstoneProject and affirm that I will not plagiarize nor falsify any documents during theCapstone process.(Leave 2 spaces between body of letter and closing)ClosingSincerely,(Leave 4 lines for your signature.)Signature(Sign in dark blue or black ink with your first and last name.)
CAPSTONE PROJECT PROPOSAL WORKSHEETNameUse this sheet to develop your Capstone Project proposal. It must be received with yourCapstone Letter of Intent. Make sure you address each of the components. The final proposalmust be signed by your supervising teacher/mentor, parent/guardian, and the student.Project Topic:Core question to be answered:Describe the proposed Capstone ProjectWrite a detailed description of your project plan. Include an overview of what you hope toaccomplish and discuss the challenges or obstacles you may encounter while completing yourCapstone Project. Be aware that some obstacles may be beyond your control, which maydetermine the feasibility of your project. These may include project expenses, transportationand school or community approval. You will need to do some preliminary research in order tocomplete this part of the proposal. Be sure to connect your project to your core question.Content Area and Content Standard(s)The content area and content standards for my project are:Parent/Guardian PermissionParent or Guardian’s NameAddressParent/Guardian’s Phone Number(s)
As a parent/guardian of , I am awarethat my son/daughter must complete a Senior Capstone Project.For the project, my son/daughter has chosen to:I have read the Menu of Options for College & Career Ready Demonstrations manual and havereviewed it with my child. He/she has my permission to complete a Capstone Project on thetopic listed above.Parent/Guardian SignatureDateMentor InformationCapstone Mentor Name(Capstone mentor cannot be an immediate family member and must be over 21 years of age.)Phone EmailOccupationName of Business/CompanyAddressMentor Responsibilities Mentors are expected to verify a minimum of 25 hours of fieldwork on the CapstoneProject Log Form. Mentors must evaluate and verify the completed project by signing the Capstone ProjectLog Form.Mentor SignatureDatePlease file one copy of this form in the student’s portfolio and one copy at the school.
CAPSTONE LETTER OF INTENT & PROJECT PROPOSAL WORKSHEET RUBRICName DateTeacher/MentorTopicASSIGNED FORMAT (2 points) Business letter format with 1” margins, single-spaced with one blank line betweenparagraphs. Accurate date, address, salutations, and closing with hand signature.PARAGRAPH ONE (2 points) Description of project topic and why selected. Description of what you hope to learn or accomplish.PARAGRAPH TWO (2 points) Description of your research paper focus. Description of your product or performance and how you will produce it.PARAGRAPH THREE (2 points) Two ways the project will stretch your thinking and learning beyond your currentknowledge and skill level.PARAGRAPH FOUR (2 points) Plagiarism definition and consequences of plagiarism and/or falsification. Statement that you will avoid plagiarizing or falsifying.PROJECT PROPOSAL WORKSHEET (5 points) Core question identified Project Description Content area and standards identified Parent/Guardian permission obtained Mentor information providedTOTAL POINTS (out of 15 possible points)Please file one copy of this form in the student’s portfolio and one copy at the school.
CAPSTONE PROJECT APPROVAL FORMName DateTeacher/MentorTopicAfter reviewing your Capstone Letter of Intent and your Capstone Project Proposal Worksheet,the proposal for your Capstone Project has been: Approved Not Approved, for the following reasons:(Please make the necessary changes/corrections and resubmit.)After submitting my Capstone Letter of Intent and Capstone Project Worksheet and receivingapproval for my proposal, I hereby agree to complete my Capstone Project according to theinformation submitted in my Capstone Letter of Intent. I understand that I will not be allowed tochange my topic unless an exception is approved by the Capstone School Committee (CSC)orAdministrator.Student Signature DateCSC Chairperson/Administrator DatePlease file one copy of this form in the student’s portfolio and one copy at the school.
CAPSTONE PROJECT LOG FORMName DateTeacher/MentorTopicProductGuidelinesYour log should include what you have accomplished and the time you spent completing it. Youshould also reflect on what you did and what you learned. Your commentary will help youchronicle the Capstone Project process and will help you prepare for your CapstonePresentation. Journal entries must be in complete sentences and use correct grammar,spelling, and punctuation. Slang expressions and texting symbols are not acceptable.Date &TimeNumber ofHoursWork lsTotal HoursI certify that I have reviewed the complete project and that it represents quality work and meetsstandards in the field.Mentor’s SignatureDateNote: A minimum of 25 hours of fieldwork must be complete and verified. Work associatedwith the research paper does not count as field work.Duplicate this page as needed.Please file one copy of this form in the student’s portfolio and one copy at the school.
CAPSTONE RESEARCH PAPER RUBRICNameDateTeacher/MentorTopicCategoryExceeds Standard4Meets Standard3FormatEvidence of all 6:Times New Roman,12 pt. font1” Margins allaroundWritten in thirdpersonTitle PageWorks Cited PageThesis StatementClearly andconcisely states thepaper’s purpose in asingle sentence,which is engagingand/or thoughtprovoking.Introduction isengaging, states themain topic andpreviews thestructure of thepaper.Each paragraph hasthoughtfulsupporting detailsentences thatdevelop the mainidea.Writer demonstrateslogical sequencingof ideas throughwell-developedparagraphs;transitional phrasesare used to enhancethe organization.Evidence of four/fiveof 6:Times New Roman,12 pt. font1” Margins allaroundWritten in thirdpersonTitle PageWorks Cited PageClearly states thepaper’s purpose in asingle s Cited/BibliographyThe conclusion isengaging andrestates the thesis.No errors inpunctuation,capitalization andspelling.No errors insentence structureand word usage.All cited works, bothtext and visual, aredocumented in thecorrect format.Completed in thecorrect format withno errors. Includesmore than 5 majorreferences.Introduction statesthe main topic andpreviews thestructure of thepaper.Each paragraph hassufficient detailsentences thatdevelop the mainidea.Writer demonstrateslogical sequencingof ideas l wordsare used to enhanceorganization.The conclusionrestates the thesis.Few errors inpunctuation,capitalization andspelling.Few errors insentence structureand word usage.Most cited works,both text and visual,are documented inthe correct format.Completed in thecorrect format withfew errors. Includes5 major references.Nearly MeetsStandard2Evidence of three of6:Times New Roman,12 pt. font1” Margins allaroundWritten in thirdpersonTitle PageWorks Cited PageStates the paper’spurpose in a singlesentence.Does Not MeetStandard1Evidence of two orless of 6:Times New Roman,12 pt. font1” Margins allaroundWritten in thirdpersonTitle PageWorks Cited PageNo apparent thesisstatement.Introduction statedthe main topic, butdoes not adequatelypreview thestructure of thepaper.Each paragraphlacks supportingdetail sentences.There is no clearintroduction.Logical organizationof ideas not fullydeveloped;transitions notpresent.No evidence ofstructure ororganization.The conclusion doesnot adequatelyrestate the thesis.Many errors inpunctuation,capitalization andspelling.Many errors insentence structureand word usage.Conclusion is notapparent.Few cited works,both text and visual,are documented inthe correct format.Completed in thecorrect format withsome errors.Includes 4 majorreferences.Each paragraph failsto develop the mainidea.Numerous errors inpunctuation,capitalization andspelling.Numerous errors insentence structureand word usagedistract reader.No cited works areevident.Completed in thecorrect format withmany errors.Includes 3 or fewermajor references.TOTAL POINTSPlease file one copy of this form in the student’s portfolio and one copy at the school.Points
CAPSTONE PRODUCT/PERFORMANCE RUBRICName Degree ofstudentcreativity,originality, orimaginationAnalyticalDemonstration ofstudent’sunderstanding ofthe topicPracticalStudent’sproduct reflectstime and ceptionalcreativitySome creativityLittle creativityNo gLittleunderstandingNounderstandingException timeand effortSome time andeffortLittle time andeffortNo time andeffortTotal points: /12Please file one copy of this form in the student’s portfolio and one copy at the school.
CAPSTONE PROJECT REFLECTION WORKSHEETName DateTeacher/MentorTopicTake some time to reflect on your Capstone Project process. Read the questions and putthought into your answers. These are not questions that can be answered in ten minutes.Some of these answers will be used to guide what your write in your Capstone ProjectReflection that will be included in your portfolio.1. What did you learn about your topic from completing the research paper?2. What process did you go through to product the product or performance? Did everythingwork the way you had planned?3. Did you have any interesting or unique experiences while completing your project?4. What part of your project are you most proud of? Why are you proud?5. What was the hardest or most challenging part of doing this project? What were yourchallenges? How did you overcome them?6. If you could do anything about the project over again, what, if anything, would you change?7. What new skills did you learn while doing this work?8. What did you learn about time management?Please file one copy of this form in the student’s portfolio and one copy at the school.
CAPSTONE PROJECT REFLECTION GUIDEThe reflective narrative is a purposeful evaluation of what was learned during the CapstoneProject process. Using your responses from the Capstone Project Reflection Worksheet, theessay gives you a chance to reflect deeper on the process and project, address problems youencountered, analyze problem-solving strategies you used, and describe the resulting learningand personal growth. Paragraph One should engage the reader, state the topic of the paper and preview theessay’s format.Paragraph Two should address how the project challenged you and your learning.Consider topics such as skills, organization, time management, or multi-tasking.Paragraph Three should discuss your project and how you went about your work, what youlearned along the way and what you succeeded in or struggled with.Paragraph Four should tell your reader how your research relates to your project. It shouldalso incorporate components of the rubric.Paragraph Five concludes the essay for the reader and leaves the reader confident thatyou accomplished your goals.
CAPSTONE PROJECT REFLECTION ds Standard4Meets Standard3Engages thereader byestablishing acontextEffectively identifiesthe topic of the paper.Clearly identifies thetopic of the paper.Nearly MeetsStandard2Identifies the topic ofthe paper.Skillfully uses preciseand descriptivelanguage that clarifiesand supports intentand establishesauthoritative voice.Skillfully analyzes theproject as the basis ofreflection.Uses precise anddescriptive languagethat clarifies andsupports intent andestablishesauthoritative voice.Analyzes the projectas the basis ofreflection.Uses some languagethat clarifies andsupports intent andestablishesauthoritative voice.Attempts to analyzethe project as thebasis of reflection.Makes connectionsbetween personalideas and experienceswhich lead to newperspectives andinsights.Makes connectionsbetween personalideas and experienceswhich lead to newperspectives andinsights.Attempts to makeconnections betweenpersonal ideas andexperiences whichlead to newperspectives andinsights.Makes limitedconnections betweenpersonal ideas andexperiences whichlead to newperspectives andinsights.Skillfully uses a rangeof elaborationtechniques such asquestioning,comparing,connecting,interpreting, analyzing,or describing toestablish a focus.Uses a range ofelaboration techniquessuch as questioning,comparing,connecting,interpreting, analyzing,or describing toestablish a focus.Attempts to use arange of elaborationtechniques such asquestioning,comparing,connecting,interpreting, analyzing,or describing toestablish a focus.Limited attempt to usea range of elaborationtechniques such asquestioning,comparing,connecting,interpreting, analyzing,or describing toestablish a focus.Thoroughly maintainsfocus.Maintains focus.Weak focus.Lacks focus.Provides closure.Uses an organizationalstructure thatenhances theresponse.Provides closure.Uses an organizationalstructure that allowsfor a progression ofideas to develop.Attempts to provideclosure.Uses an organizationalstructure that causesconfusion.Does not provideclosure.There is little evidenceof organization.The opening, bodyand closure areskillfully organized.Demonstratesconsistent control ofgrammar, usage,punctuation, sentenceconstruction, andspelling.The response includesan opening, body andclosure.Demonstrates controlof grammar, usage,punctuation, sentenceconstruction, andspelling.DemonstratedCritical ThinkingCreates anorganizingstructureDemonstratescommand ofwritten languageconventionsOccasional errors donot interfere withmeaning.Does Not MeetStandard1Effectively identifiesthe topic of the paper.Does not uselanguage that clarifiesand supports intentand establishesauthoritative voice.Analysis of the projectis inaccurate, unclearor missing.The response showssome elements oforganization.Demonstrates somecontrol of grammar,usage, punctuation,sentence construction,and spelling.Demonstrates littlecontrol of grammar,usage, punctuation,sentence construction,and spelling.Errors do interfere withmeaning.Numerous errorsinterfere with meaning.TOTAL POINTSPlease file one copy of this form in the student’s portfolio and one copy at the school.Points
CAPSTONE PRESENTATION PRACTICE FEEDBACK FORMUsing this form, have family members, teachers, or peers listen to your entire Capstone ProjectPresentation and have them complete the form below. Make sure each listener times yourspeech and gives you helpful comments. You must practice your speech three times with twopractices being before an adult.Name DateTeacher/MentorTopicPractice #Timed Speech Length:Content: Introduction Body – key points are exceptionallydeveloped Conclusion – logical, relevant and effectiveDelivery: Uses effective volume and pace Uses correct grammar Makes eye contactComments:Date:Listener’s Signature:Practice #Timed Speech Length:Content: Introduction Body – key points are exceptionallydeveloped Conclusion – logical, relevant and effectiveDelivery: Uses effective volume and pace Uses correct grammar Makes eye contactComments:Date:Listener’s Signature:
CAPSTONE PRESENTATION PRACTICE FEEDBACK FORM, ContinuedPractice #Timed Speech Length:Content: Introduction Body – key points are exceptionallydeveloped Conclusion – logical, relevant and effectiveDelivery: Uses effective volume and pace Uses correct grammar Makes eye contactComments:Date:Listener’s Signature:Please file one copy of this form in the student’s portfolio and one copy at the school.
CAPSTONE PROJECT ORAL PRESENTATION RUBRICName as effectivelyExceedsStandard4Effectively useseye contact.Speaks clearly,effectively, andconfidently usingsuitable volumeand pace.Fully engages theaudience by usinga variety ofacceptedtechniques (i.e. –asks questions,presents statistics,short activity, etc.).Selects rich andvaried wordsappropriate forcontext andaudience, anduses correctgrammar.Dressesappropriately forthe occasion.Meets Standard3Maintains good eyecontact.Speaks clearly anduses suitablevolume and pace.Engages theaudience by usingat least oneacceptedtechniques (i.e. –asks questions,presents statistics,short activity, etc.).Selects appropriatefor context andaudience, and usescorrect grammar.Dressesappropriately.Deliverspresentation withinstated time limits.Nearly MeetsStandard2Uses minimal eyecontact.Does Not MeetStandard1Uses eye contactineffectively.Demonstratessome difficultiesspeaking clearly,using suitablevolume and pace.Fails to speakclearly and audiblyand usesunsuitable volumeand pace.Takes steps toengage theaudience.Does not engagethe audience.Occasionallyselects wordsappropriate forcontext andaudience, anduses Selects words inappropriate forcontext andaudience, and usesincorrect ion is notwithin stated timelimits.Presentation ismostly withinstated time limits.Deliverspresentation withinstated time limits.ContentrequirementsExhibits logicalorganization withdetailedconnections to thecore question andidentifiedstandards.Exhibits logicalorganization withconnections to thecore question andidentified standards.Attempts toorganizeinformation,concept and/orideas that areloosely connectedto the corequestion andidentifiedstandards.Little logical orderis apparent.Points
Exhibits logicalorganizationExhibits flowing,succincttransitionsbetween keypoints.Provides a clearand compellingconclusion whichrestates thepremise of thecore question.Explains theprocess,findings of theproject andresultinglearningUsestechnologyand/or othermedia toenhance thepresentationEffectivelyresponds toaudiencequestions andfeedbackDeliverspresentationwithout the use ofnotes
The final and culminating event of the Capstone Project will be the Capstone Project Presentation. The Capstone Review Panel may consist of teachers, administrators, and community members. The presentation should be eight to ten minutes in length with a five minute question and answer period at the end. To build confidence, practice the .
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Student Guide to Capstone Project for students commencing Capstone Project in Spring Session 2017 Version 35.1 9 August 2017 Email: FEITCapstone@uts.edu.au Capstone webpage: uts.edu.au/capstone-project UTSOnlin
Engineering Capstone Festival 2019 4 5 Engineering Capstone Festival 2019 The Sixth NYU Abu Dhabi Engineering Capstone Festival showcased the Class of 2019’s year-long Capstone Projects and is a celebration of the completion of these projects. These were based on the culmination of ideas from their Junior year and hard work
1.3 Requirements and Milestones for Capstone Projects Some program options require a capstone project. The capstone project is intended to assess a students ability to apply the concepts from their formal graduate coursework to current, practical problems relevant to the eld. Unlike a Masters thesis, the capstone project does not require
Avery County High School STEM Academy students complete a research-based STEM capstone project during their 10-12 grade years, that culminates in a final product. This document outlines the capstone project, with rubrics and guidelines that can be used by other schools to replicate Avery County High School’s capstone program.
CSEC Capstone Guide - 5 - Last Update: AY 2019-20 Students should discuss possible industry projects with the graduate director. If such a project is acceptable, your capstone committee may include an industry representative – either formally or informally. All capstone work is an individual effort, however. In
Capstone Projects Using Arduino Platform Abstract Capstone courses play a crucial role in Computer Engineering curricula. The principle purpose of a Capstone project course is to offer a summative opportunity for graduating senior engineering students to apply their professional skills and knowledge in a single experience and
Step-by-step learning in playing and reading, starting from absolute scratch Performance pieces in a range of styles from classical and folk through to jazz A helpful and stimulating CD with recordings of the pieces together with many ‘play-along’ tracks and aural development exercises Explanation of music theory Warm-up exercises Even more performance pieces for each .
