student guidelines for capstone completion

8/10/2019 Student Guidelines for Capstone Completion

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Student Guidelines for Capstone Completion

Purpose of the Capstone Experience

The School for Professional Studies, Undergraduate Program is designed with the adult learner in

mind. Adult learners approach with specific goals, want to be able to directly apply new learning to theirwork and personal lives, and tend to learn best when they are actively engaged in the learning

process. Adult learners also bring their life experience to be integrated into the learning process.

The Capstone Experience is the culminating academic endeavor of students who earn

a degree from SPS Undergraduate Programs. The project provides students with the

opportunity to explore a problem or issue of particular personal or professional

interest and to address that problem or issue through focused study and applied

research under the direction of a faculty member. The project should demonstrate the

student's ability to synthesize and apply the knowledge and skills acquired in his/her

academic program to real-world issues and problems. This final project should affirmstudents' ability to think critically and creatively, to solve practical problems, to make

reasoned and ethical decisions, and to communicate effectively.

Goals of the Capstone Experience

To provide students with the opportunity to apply the knowledge and skills acquired in their

courses to a specific problem or issue.

To allow students to extend their academic experience into areas of personal interest,working with new ideas, issues, organizations, and individuals.

To encourage students to think critically and creatively about academic, professional, orsocial issues and to further develop their analytical and ethical leadership skills necessary toaddress and help solve these issues.

To provide students with the opportunity to refine research skills and demonstrate theirproficiency in written and/or oral communication skills.

To have students demonstrate their achievement of the Regis University outcomes and their

ability to extend and refine this knowledge and skill in the realization of their personal andprofessional goals

Capstone Experience Outcomes

The goal of our undergraduate programs is to prepare adult learners for the

contemporary workplace and modern society, to educate them to take leadership roles,

and to make a positive impact in a changing society. Consistent with our mission and

goals, the Regis University learner outcomes focus on the development of:


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Knowledge

Knowledge of discipline or content area

Knowledge of diverse cultures, perspectives and belief systems

Knowledge of arts, sciences, and humanities

Ability

Ability to think critically

Ability to communicate effectively

Ability to use contemporary technology

Commitment

Commitment to ethical and social responsibilities

Commitment to leadership and service to others

Commitment to learning as life-long endeavor

Capstone Project Guidelines and Expectations:

You are entering the final phase of your coursework with Regis University. The

capstone process is the culmination of all of your work toward your undergraduate

degree. Prior to attending your first night of class, you will be responsible for

completing an essential step in the process. The work assigned to you prior to your

course is essential to your success in the course. Do not take the assignment

lightly. Your capstone facilitator will be guiding you and directing your project. You

cannot proceed with your project until your facilitator has formally approved your

proposal. The Pre-assignment should be well thought out, as this assignment provides

the material you will soon use to formalize your Proposal.

The requirements of the capstone course are outlined below. Each component isexplained in detail in the pages that follow. Review all the material presented before

you proceed with any section. Your facilitator will be able to answer specific

questions that you have that may not be addressed in the guidelines presented.

I. Capstone Component Requirements:


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1.

Select Project Topic; Project Definition and Rationale

2.

Concept Draft

3.

Proposal

4.

Research Activities and Summary

5.

Implementation Phase

6.

Project Documentation

This comprehensive project report (possibly bound) includes the

following six sections: Project Definition; Final Project Overview;

Updated Research Summary; Project Implementation Summary (action

steps taken); Project Analysis, Evaluation, and Recommendations; and

Materials Delivered.

7. Formal Presentation: Your facilitator will specify whether this formal

presentation will be made to your classmates, to a panel of interested parties, or

to some other available group outside the class. If you make your presentationoutside of class, you may be required to present an in-class debriefing of the

presentation.

8. Closure/Capstone Evaluation. This is a requirement to complete the course and

will be graded Pass/Fail. In it you will present a brief Self-

Assessment/Reflection of your experience at Regis University.

II. Weight of components:

Component Total WeightConcept Draft 5%

Proposal 20%

Research/Implementationof Project

Final Written Product

50%

Formal Presentation 20%

Class Participation and

Communication5%

III. Schedule:

First Night AssignmentConcept Draft (Project Topic, Definition,

Scope, Rationale)

By End of Week OneDraft Proposal (Definition, Setting, Relevance

and Rationale, Objectives, Methodology,


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Research Methods, Timetable)

By End of Week Two Final and Formal Proposal Due

By Beginning of Week Three: Formal Approval of Project by Facilitator

Weeks Three-Seven

Research Activities: Written Documentation

assigned by facilitator.

Implementation of Project

Project Documentation

Week Eight Formal Presentation

IV. First Night Assignment:

Prior to the First Night:You are responsible for reviewing the student module

and the Web resource site, which highlights the Capstone expectations, writing

guidelines, topic selection, and other key information. This site is available

athttp://www.regis.edu/capstone.

You will be responsible for selecting your project topic, defining the project scope,

and preparing a concept draft, which includes your definition and rationale

(components 1 and 2 listed on page 1). Submit this to your facilitator at the first

class meeting (or equivalent for online students). This assignment is worth 5

percent of your final grade; take care in closely utilizing the Web resource site to

help you get off to a smooth start.

V. Your Capstone Proposal

Students who have successfully finished their Capstone projects often write that

along with proactive diligence and flexible adaptation to uncontrollable variables

the key to Capstone success lies in the prompt development of a clear and detailed

project Proposal.

Extra effort now will considerably smooth your project progress, so develop this

document with care, and be as specific as possible throughout this formal

delineation of your project and its where, why, what, how, and when.

Unless your facilitator has specified otherwise, follow the format shown below,

including the numbering and main headings (those shown in bold under Proposal

Requirements).

Plan to present the following information at a "level of detail" that will require

approximatelythree to five pages, typed and double-spaced. Your facilitator will
http://www.regis.edu/capstonehttp://www.regis.edu/capstonehttp://www.regis.edu/capstonehttp://www.regis.edu/capstone


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specify grading weight (generally 20 percent), due date, and submission

requirements (e.g. number of copies, e-mailed drafts required, etc.)

To avoid redundancy in your document, please reviewallthe requirements of the

Proposal (including all seven items), as they are described below and exemplified

afterward in "ProposalExamples")before you begin to write.


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VI. Proposal Requirements

1) Project Definition:Provide a one-sentence description that defines your

project. Save the specifics for the sections below; here, simply label the big

picture.

2) Project Setting:Clarify the location and the most relevant background there

the "where"of your proposed project. Clearly specify the "arena for this

project. As appropriate (different project types involve differing ranges of

external contact), include mention of any key agencies, departments, and/or

parties involved. If your project is primarily analytical (e.g. analyzing an

organization, a group, a process, a body of rhetoric or literature, etc.), specify

the genres and types of research materials you will be exploring.

3)Project Relevance and Rationale: Identify the main issues that you havechosen to address and justify their importancethe "why" of your

project. Clarify the problem, or opportunity, at the setting named

above,andexplain the relevance, to your education at Regis, of addressing this

problem or opportunity. That is, in this section you will cover both why this

project is needed for "them" and why it's an appropriate Capstone project

foryou.

4)Project Objectives:State your targeted outcomes for this projectthe "what"

of your project. What, exactly, are you going to acquire, accomplish, produce,

and/or deliver? Note that the broadergoals(e.g. "to improve communicationbetween departments") are identified earlier, under "Relevance." By contrast, in

this section you must name the specific and concreteif possible, measurable

accomplishments (external and personal) intended of your project.

5)ProjectMethodology:Describe your proposed game planthe "how"

through which you plan to obtain the outcomes described above. That is, how

will you go aboutaccomplishingthe objectives you defined in the previous

section? Save the "timetable" for Section 7 (see below), but do provide, here, an

overview of your planned approach to reaching your stated objectives, and also

list any essentialresources(material and human!) you will need in order tosucceed. Be clear on how and when (during this project or at a later time) your

project will be implemented. Also, include a specific manner of

projectevaluation. How will you determine your level of success? What will

you measure? Whose evaluative input will you seek?


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6)ProjectResearch Methods:Identify, in this section, your intended methods or

modes ofresearch(more on the how and this is an important requirement of

every Capstone project). At minimum, you must findreference materialson

how to succeed with your projectandalso interviewexpertswho can provide

project-specific direction and answer your specific questions. Depending on

your project type and needs, you might go further with your research, perhapsconducting a survey or otherwise gathering, organizing, and analyzing data

relevant to your project. Note that you will be summarizing your research

findings in a separate assignment, the "Research Summary."

7)ProjectTimetable:Determine and present a week-by-week planthe "when"

that you can follow to balance the workload and assure that preliminary needs

are met early on. Remember, things you need from others (such as pre-project

approval or post-project thank-you notes or other written acknowledgment of

your work) usually require some lead time. Show your plan "bullet-style" with

each week of the term listed, followed by the actions and steps that need to be

accomplished during that week.

VII. Proposal -- Examples

Note:The Example items below are adapted and excerpted

from two different Capstone projects:

1) Organizing a Family Council at a Retirement Homeprovided by Betty Scheetz

2) Setting up a Diversity Training Program at Workprovided by Joyce Daniel

Example for Section 1, Project Definition

(from "Organizing a Family Council at a Retirement Home")

I propose to develop and organize a Family Council, consisting of families of the

residents at (Name of Facility), and to arrange and lead the initial Council

Meeting, which will include not only the Council members, but executive

management from the facility.

Example for Section 2, Project Setting

(from "Setting up a Diversity Training Program at Work")


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I will conduct my Capstone project at the Denver office of the U.S. Department of

Education (DOE), Office for Civil Rights (OCR). Formerly known as the

Department of Health, Education, Welfare, the DOE is an entity of the Federal

government, headquartered in Washington, D.C. There are eight regional offices

located throughout the United States. The departments mission is to enforce civil

rights laws, prohibiting discrimination in public educational institutions thatreceive federal funding.

The parties involved in this project include are the employees and management of

OCR, human resources, union representation, and an external consultant. The

employees of OCR are involved because of the direct impact on the outcome of

this study. Management of OCR is involved because they will need to

demonstrate and set the example of future changes for promoting diversity in the

work environment. The Human Resources Director would be involved because

she will assist in the institution of policies and procedures developed for promoting

diversity in the work environment. A union representation is involved because of

the partnership established between management and the union. An external

consultant will be needed to provide impartial guidance during the research and

development phases of implementing this diversity program.

Example for Section 3, Project Relevance and Rationale


To organize the families involved with the care of a loved one in this specific

healthcare facility would benefit a large number of people, and be very relevant tomy degree major, as I will explain below.

First, it would benefit the families who would come together with common

experiences.

Secondly, it would benefit the management of the facility as a communication tool

to interact with family members on a different level, as a sounding board to

evaluate new and existing programs for the residents. Furthermore, it could be a

tool for identifying problems of which the staff may not be aware.

Thirdly, the working staff will benefit from increased family involvement and

greater recognition of their good works.

Most importantly, those who will benefit the most are the residents of the

facility. It has been my observation that when families become more involved in

facility functions and visits, there is an increase in the quality of care given to all


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of the residents. Having families come together on a regular basis will also be an

effective tool for community resource organizations, such as the Alzheimers

Association, Hospice, and others, to communicate the benefits of their

organizations to a larger group.

Upon addressing my own personal need to communicate with other familymembers of residents at the healthcare facility, I found that the management staff

had already recognized a similar need. They said they had future plans to start

such an organization. My offer to develop and organize a family council or

support group was readily accepted.

Many of the classes I have taken at Regis toward my major in communication will

be relevant to this project. The nursing home has its own culture, with different

cultural influences with all layers of staff. I will utilize my skills with intercultural

communication when I work with the different layers of culture within the facility;

plus, the participants will bring their own cultural system into theorganization. Allowing the group to take on its own character is helping a new

culture evolve.

Additionally, I have already used, and will continue to use, interpersonal

communication skills throughout this project. Small group communication skills

will be a major component of this project. Furthermore, I will utilize negotiation,

mediation, and public relations skills as I organize and coordinate with staff

members for mailings, food, set up of the room, and utilization of

equipment. Advertising and promotion skills will be used to entice families to

attend. Interviewing theories and skills learned in research and communication

classes will be used as I research the various components of this project

Examples for Section 4, Objectives


1) To gain formal facility approval, and support, for the establishment of this

council and the holding of our initial picnic meeting.

2) To establish and foster relationships between the families of residents and staff,including management, if possible. Im hoping to involve at least eight families

at my initial meeting and have at least four staff present, including a

representative from executive management.

3) To identify at least three specific aspects of resident care that attention.


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4) To secure facility and family commitment and support toward working toward

solutions to the issues identified as needing attention.

5) To help educate the families of residents as to how they can help improve the

care and quality of life for their loved ones at the facilities and to provide them a

forum for voicing their ideas and concerns. I will be reviewing feedbacksurveys from family members in attendance to assess my progress toward this

objective.

6) To conceive, develop, and initiate at this facility a working model for a family

council, so that other facilities in this ownership chain (and maybe others,

outside this ownership) can implement similar councils.

Examples for Section 5, Project Methodology


1) I will present a persuasive speech about the implementation of a diversity

program in our workplace.

2) I will construct a resource book of diverse organizations. The resource book

will serve as a source of references for information and activities.

3) I will seek and utilize an external consultant to serve as a professional-grade

advisor for key project areas.

4) I will create, distribute, collect, and analyze an "experience survey" to ascertain

the depth and breadth of our problems with lack of diversity awareness and to

begin the process of improving sensitivities to improving diversity awareness.

5) I will construct a diversity manual. The diversity manual will be a reference

tool to provide an explanation of the diversity program and give a description of

the roles and duties of management and employees. In addition, the manual

will identify goals and objectives for implementation and techniques, provide a

resource for the purpose of diversity programs, policy, and guidance regarding

diversity issues. Each employee will have a copy for easy access.

6) I will construct agendas for two training meetings.

7) I will gather and analyze feedback from the trainees to use in determining "next

steps."


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8) I will also request written feedback from my supervisor, regarding program

strengths, weaknesses, and other recommendations.

Example for Section 6, Project Research Methods:


1) I have already completed research with a specialist in human resources to help

me identify areas of concern from an HR perspective.

2) To organize this group and conduct our first formal meeting, I will require the

input of the facility administrator, the director of resident services, other

unknown (at this time) representatives from upper level management, and

various kitchen and maintenance staff from the facility.

3) I will also research community organizations that benefit nursing homeresidents and other healthcare facilities to see what has been done before, and

what has or hasn't worked well.

4) Lastly, I will compile an annotated set of references (listed in APA style) of at

least ten print or electronic sources (of project-relevant journal articles and or

Web sites).

Example for Section 7, Project Timetable


Week 2: Finalize project conception

Week 3: Finish research

Week 4: Set meeting date and make arrangements with the facility, including

meeting site, menu, and equipment to be use at the meeting. Finalize

guest list, design and main invitations.

Week 5: Organize agenda for the meeting

Week 6: Design family input sheet; check on incoming reservations. Finalize

room set up according to RSVP numbers.

Week 7: Make final preparations. Facilitate meeting.


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Week 8: Process participation input sheet. Meet with staff to evaluate the

meeting. Obtain signed thank you letter.

VIII. Research and Implementation

All of the Research and Implementation pieces must be completed by Week 7.

This phase of the Capstone Project puts into action what you said you would do in the

proposal section. You will be responsible for conducting your research and interviewing,designing and develop key project components, coordinating with all interested and

necessary parties, and, in general, DOING your project. This is the call for action on your

part. And remember, you must keep your facilitator in the loop as your project unfolds.

Communication with facilitator:

Your facilitator will specify, within the course syllabus and during the course, your

communication requirements and, also, any additional (to what is outlined in this document)written requirements for this phase.

Generally speaking, you will be responsible for keeping to your timeline, as submitted with

your Proposal, and for informing your facilitator of your status. Check in with any problems,report great news, receive clearance on surveys prior to sending them out, discuss any issues

you are facing, and just check in.

Examples of Research Activities:

Interview community members or experts in subject area

Design and Implement a Survey

Conduct Observation

Conduct Literature Review: Recent Books, Journal Articles, Online Resources, etc.

Research Summary:

Also, your facilitator will specify the submission requirements and format of your ResearchSummary, which must be completed during this phaseat best,priortoimplementing key

steps, since the point of the research is to assure that you are well informed as you take

action.

See the next section for samples of two Research Summary approaches (of many available,

per facilitator specifications).


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IX. Research SummaryExamples (two approaches)

The first example below is an excerpt from a student's Research Summary

prepared in the "Annotated References" style.

Following that is an example in "paragraph" form. Your facilitator may specify or

allow further formats for how you summarize your Capstone research.

Research SummaryExcerptsof an Example in "Annotated References" Style

provided by Barbara Bobbie Penberthy

AARP. (2000). Overcome the barriers to employment. Retrieved

November 6, 2000 from the World Wide Web: http://www.org/working_options

The AARP Webster contains many up-to-date articles related to people over the age of 50 who are

seeking employment or are interested in changing careers. Approximately one-third of the women laid off by

my employer fall into this age group, so the information I find published by this highly reliable national

organization will answer and/or prevent troublesome interview questions.

Cox, J. (2000, November 6). Forging a new career: Midlife layoffs

special challenge. The Denver Post, p. E1.

Information in this newspaper article is succinct, timely, and specific to the Denver area. The

author includes advice from a human resources director, an image consultant, founder of a career management

and outplacement service, and a former company president who lost his job last year. The statistics and

averages that are cited are interesting, also, and may be used to reassure or compel job seekers.


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Jolles, R. L. (1993). How to run seminars and workshops. New York:

John Wiley & Sons.

As a former trainer with the Xerox Corporation, this author provides me with behaviors that

contribute to effective presentations, and perhaps more importantly, tips on how to implement ideas so they

sound like me. He uses real world situations addressing variables such as seminar size, style, and topic. I plan

to use some of his evaluation criteria, such as implementation testing.

Nelson, R. & White, M. E. (2000). Winning tips for high-tech job

hunters. Journal of Employment, 16, (3) 44-47.

This article adds numerous up-to-date online strategies for job hunters. I learned several "do not"

strategies, as well, including not giving too much personal information until far enough along in the process to

be sure of a prospective employer's legitimacy.

Peterson, A. (2000). Regis Career Services. Personal Communication.

Interview of November 6, 2000. Interview notes retained on file.

As a professional employment counselor for the University, Ms. Peterson has many resource

materials that she shared with me. I had several questions about how to approach or advise workshop

participants on sensitive issues, such as personal appearance, and her advice was right on target. I also asked

her some specific questions about two of my co-workers who need financial assistance for training.

Research SummaryExcerptsof an Example in "Paragraph" Style

provided by Deborah Premselaar


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I researched traditional and alternative high school core curricula to determine

standard educational requirements and to identify any major gaps in life-skills

training. I then researched job development opportunities for youth, local wage

rates, and costs associated with infant care, transportation, insurance, and housing.

In addition, I interviewed a teacher/youth counselor for input about the proposedcurriculum, a financial advisor for assistance with structuring discussions related

to money issues, and an organizational development professional for advice on

targeting appropriate community groups.

Finally, I researched books, articles and Web resources on topics relevant to life

skills, such as ethics, decision-making, social interaction, career development,

conflict management, and personal finance.

[If required by the facilitator, following these paragraphs would be a listing of

these just-mentioned sources similar to the list shown above in the first example,though perhaps without the annotations].

X. Your Capstone Project Documentation

Your Project Documentation presents an objective review of your Capstone project

-- itsdefinition, theactionsyou took to achieve your objectives, and an

objectiveassessmentof your results. Appended to these project-summarizing

descriptions (se format below) are copies (or originals) of anymaterialsyou

created and delivered in the process and any other documentation (created, sent, or

received) that you choose to include as substantiation of your efforts and success.

This collection of assigned sections and related documents (possibly bound, check

with facilitator) generally comprises about 30 pages, total.

Your facilitator will specify grading specifics, due date, and submission

requirements (e.g. type of binding allowed, number of copies, e-mailed drafts

required, etc.).

Unless your facilitator has specified otherwise, follow the format shown below,

including the numbering and main headings (those shown in bold). As with yourProject Proposal, to avoid redundancy in your write-up, pleasereview all the items

below before starting in with the writing.

XI. Project Documentation Requirements


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Feel free to borrow from your Capstone Proposal in addressing the first three

items. But be sure to look for places where it would be appropriate (now that the

project is completed) to revise or update the information you presented in your

proposal. That is, keep what didnt change, and switch-in what did.

1) Brief Project Definition: Provide a one-sentence description that defines yourproject.

2) Final Project Overview: Present an updated overview of your project context,

relevance, (a.k.a. "rationale"), objectives, and basic methodology. Where and

why did you set out to accomplish what -- and through what means? Give extra

emphasis to any details that have changed/evolved from those stated in your

proposal.

3) Updated Research Summary: Present an updated version of the document you

prepared, mid-project, as your Research Summary.

4) Project Implementation Summary: Here, present a clear and credible account of

theaction steps you tookin executing your project (including such steps as

gaining approval and support, conducting research, producing and delivering

key materials and/or implementing your project and performing any assessment

measures). Don't be shyor sketchyin relaying the details of your

actions. Only you know just what challenges you faced and what effort you put

forth; this is your chance to ensure that you receive credit for your out-of-class

activities.

5) Project Analysis, Evaluation, and Recommendations: Provide an honest,

complete, and objective (as possible) assessment of the results and effects of

your Capstone projectand what you recommend for its future

developments. Evaluate your outcomes (both observable and speculative)

against your "predetermined" criteria (as stated in your proposal), and also

against any other evaluative mechanisms that have since arisen (e.g. an opinion

or other outcome you hadn't expected). As possible, refer to both short- and

long-term aspects of both results and recommendations.

6) Project Materials Delivered: Following your write up of the above-specifiedinformation, append documentation to support what you have written. In some

cases this may be just a page or two (e.g. thank-you letters or other formal

acknowledgement of your project). In most cases, however, additional relevant

documentation items will have arisen as you worked on your project, and these,

too, should be appended.


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XII. Project Review and Documentation -- Examples

Note:The Example items below are adapted andexcerpted

from two different Capstone projects:

1) Conducting a Used Eyeglasses Collection Driveprovided by Giuliana Brunner

2) Organizing a Family Council at a Retirement Homeprovided by Betty Scheetz

Example for Section 1, Project Definition

(excerpted from "Conducting a Used Eyeglasses Collection Drive ")

For my Senior Capstone project (which I named "Project Vision Quest") I created

and led a very successful campaign to collect donated used eyeglasses andsunglasses, mostly at my workplace, (name of company), to benefit the (name of)

organization.

Example for Section 2, Final Project Overview

(excerpted from "Organizing a Family Council at a Retirement Home")

The reasons and rationale for my project were these: first, it would benefit the

families who would come together with common experiences. Secondly, it would

benefit the management of the facility as a communication tool to interact withfamily members on a different level, as a sounding board to evaluate new and

existing programs for the residents. Furthermore, it would be a tool for identifying

problems of which the staff may not be aware. Also, the working staff will benefit

from increased family involvement and greater recognition of their good works.

But most importantly, those who would benefit the most are the residents of the

facility. It has been my observation that when families become more involved in

facility functions and visits, there is an increase in the quality of care given to all

of the residents. Having families come together on a regular basis will also be an

effective tool for community resource organizations, such as the AlzheimersAssociation, Hospice, and others, to communicate the benefits of their

organizations to a larger group.

My objectives remained as presented in my proposal; namely, I intended to


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1) To gain formal facility approval, and support, for the establishment of this

council and the holding of our initial picnic meeting.

2) To establish and foster relationships between the families of residents and staff,

including management, if possible. Im hoping to involve at least eight families

at my initial meeting and have at least four staff present, including arepresentative from executive management.

3) To identify at least three specific aspects of resident care that attention.

4) To secure facility and family commitment and support toward working toward

solutions to the issues identified as needing attention.

5) To help educate the families of residents as to how they can help improve the

care and quality of life for their loved ones at the facilities and to provide them a

forum for voicing their ideas and concerns. I will be reviewing feedbacksurveys from family members in attendance to assess my progress toward this

objective.

6) To conceive, develop, and initiate at this facility a working model for a family

council, so that other facilities in this ownership chain (and maybe others,

outside this ownership) can implement similar councils.

In a nutshell, my project methodology involved six stages:

1) Gaining authorization and support from the facility to create the family council.

2) Developing an advertising and promotional campaign (including making several

posters) to assure solid attendance at our initial meeting, including.

3) Developing the agenda and activities for the meeting, which included

preliminary steps such as utilizing a needs-assessment sheet for the participants

to ascertain their areas of interest.

5) Providing organizational tools to the facility, such as making a sign-up sheet for

reservations, coordinating the food for the event, and taking care of room set-up,

4) Facilitating the event.

6) Gathering, assessing and sharing (with management) the feedback from the

event participants.

Example for Section 3, Updated Research Summary


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Please refer to Section IX, Research SummaryExamples, for a look at two

approaches that are used. Your facilitator will specify which approach (one of

these two or something else) you must use in presenting a summary of the research

you conducted.

Example for Section 4, Project Implementation Summary (aka Action StepsTaken)

(excerpted from "Organizing a Family Council at a Retirement Home")

After a number of phone calls and meetings by which I gained formal approval to

create the Family Council, I began a three-stage advertising campaign. The first

stage was sending written notices to all of the families, which resulted in seven

sign-ups. The second stage was designing colorful posters with eye-catching

designs, producing five more participants. And the third stage was placing phone

calls to those families of residents whom I know personally, boosting the roster tofourteen. I also wrote personal notes to invite six guests from various community

organizations involved in elder care, and three of them attended

For my next action phase I provided organizational tools to the facility, such as a

sign-up sheet for reservations. I then coordinated the food and room set up. I then

established the meeting agenda, using information gained via the needs-assessment

sheet I had developed and distributed for the participants to indicate their areas of

interest and involvement.

Facilitating the Council's first meeting was the pinnacle of my project. I was ableto keep the meeting flowing in a positive direction, made sure everyone had an

opportunity to speak, and kept the program focused and on schedule according to

the agenda I had set.

Example for Section 5,Project Analysis, Evaluation, and Recommendations

(excerpted from "Conducting a Used Eyeglasses Collection Drive ")

My "targeted e-mail" (as my company calls these) was sent to over 6,000

downtown employees on Tuesday, August 8, 2000. Project Vision Questscollection drive started on Wednesday, August 9, 2000, and ended on Wednesday

August 16, 2000. By late Friday, August 18, 2000, I had hauled all the glasses

home, bagged them for delivery, and completed the count total to discover I

collected 517 pairs.


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Mixed emotions settled in when I finished my count of 517 eyeglasses, with my

inner voice saying, Out of 6,000 plus employees, I only collected 517

eyeglasses. But in talking to agency personnel, I discovered that the most they

had ever received in any previous drives was approximately 1,000 pairsand that

drive lasted over period of several months, not one week, as mine did.

Then came the exciting news. Their representative called me and said the referral I

had given her (which had come from a "far-fetched" call I received from one of my

donors) did deliver! I hardly thought it truly possible, but the lady really did know

of someone who had 20,000 pairs of eyeglasses in her garage and could not find

anyone (not even the Lions Club) who would be willing to take them.

So now my final results tally changes from 517 to20,517 pairs of glasses

collected!!!!!

This project involved much more work than I originally thought it would,

including coping with complex politics, discovering correct contacts, and learning

many lessons which come along during various project phases, from conception to

implementation. Narrowing the scope to only targeting downtown locations turned

out to be a great idea, as I would have had to take a week's vacation (instead of the

few days) to manage it all.

My Project Vision Quest did not turn out as I originally had planned it to

be. Willingness to learn, changing courses in mid-stream, and learning the value

of tenacity has been of great benefit to me. New relationships and contacts havecome into my life, and may extend to further work in the future. In addition, I have

learned some personal and valuable lessons about judgments, remembering ones

original purpose when the going gets tough, and the importance of paradigm shifts

in beliefs.

The benefit to the community is that the agency I served now has a contact in the

corporate world (my company) should others need assistance in planning a

collection drive of this type. I also plan on giving my contact at the agency, and

my supervisor at my company, a copy of my completed paper when my class is

over.

Last, and most importantly is the result that I will not see, but will trust it to

happen: Over twenty thousand people in small, remote villages in Africa will be

able to see clearly, some for the first time in their lives!

Examples for Section 6,Project Materials Delivered:


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The following are examples of document types that you might, as appropriate to

your project, append as this last section of your Project Review and

Documentation:

1) The text of a manual created or of a major analysis performed.

2) Appropriate (as permitted) documentation of an audit conducted (or other

spreadsheets).

3) Printed materials from computer programming or Web design work created.

4) Printouts (even thumbnails) of PowerPoint (or other) slides from a presentation

made.

5) Participant feedback sheets (and/or summaries tabulated) from a workshop

presented.

6) A program, agenda, and/or promotional materials from an event hosted.

7) Copies of key correspondence generated during the project.

8) Copies of thank-you notes or other acknowledgement of your project's value

and success.

Your Capstone Presentation

You have conceived, planned, and executed a Capstone project of value to yourself

and to others. Now, it is time for an oral presentation through which you will

share your plan, efforts, and results.

The variety of Capstone project types and course delivery modes (e.g. in-class or

online) affords significant latitude in the definition of the Capstone

Presentation. Within guidelines specified by your facilitator, you have several

options.

Perhaps you will deliver your oral presentation to your classmates, in the mode

typical of Regis courses. Or maybe you would prefer to orally present a project

overview to certain individuals directly connected to your projectand gather

presentation feedback from this external audience to share, in a formal, in-class

debriefing with your Capstone classmates. WebCT may be available and

appropriate. There might even be other options that fit your project, your needs,

and your facilitators preferences.


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XIII. Capstone Presentation Requirements

However you approach this oral capper to your Capstone project, there are four

standards that apply to all presentations, and these follow below:

Delivery to a Live Audience

You must actually deliver your presentation; you cannot simply generate a

manuscript, visual aids, and/or other materials and call them your presentation.

Dynamic Oral and Physical Delivery Style

Do not read your notes to your audience; rather, deliver your presentation with

energy and enthusiasm befitting all the work you put into planning and executing

your project. Maintain rapport. Move. Keep things lively and interesting.

Formal Presentation Structure and Timing

You are expected to firm up your presentation with a clear-cut introduction, body,

and conclusion, which are tailored to fit the time constraints given by your

facilitator (normally about ten minutes). Your presentation body, especially,

should be carefully constructed to includetwo to fivemajor areas or phases (i.e.

main points).

Do not, in particular, subject your audience to a seemingly endless and formlessstring of slides. And dont overdo it on project technicalities of little interest to

your audience. Mainly, let them know what you intended to accomplish, how you

went about accomplishing it, how things turned out and were received, and what

you learned or otherwise gained from planning and executing your project.

Lastly, if you plan to take questions, budget your allowed time for these by

limiting the duration of your prepared material; be sure to check your time before

deciding to ask, Any questions?

Preparation and Use of Speaking Aids

You may use PowerPoint slides, overhead projections, flip charts, handout materials,

audio or video clips, stage props, live demonstrations, or other project-appropriate

speaking aids. What you cant do is just talk, unaided. The point is to enhance both

clarity and impact as you present your material. Your facilitator might restrict the

above list, so be sure you understand what is or is not allowed in your specific case.


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XIV. Closure and Evaluation

All students will be required to complete an evaluation of their capstone experience

and their experience as students of Regis University.

Your facilitator will create and distribute specific guidelines for this process.

This process is intended to be a reflective activity that will allow you to share your

thoughts about your educational experience in both the Capstone Course and your

experience with Regis in general.

To facilitate a sense of candor and freedom of expression, the grading for this

assignment will be pass/fail. However, you must complete this assignment to pass

the course (failure to so will result in a grade of Incomplete)

student guidelines for capstone completion

Documents