BS in Project Management

Learn to lead projects and teams.

The Bachelor of Science in Project Management at City University of Seattle will prepare you to become a leader in today’s project-based business world. You’ll learn what it takes to plan and execute a broad range of business projects utilizing strong business knowledge along with leadership and team development skills.

This bachelor’s degree is available completely online, so you can use the tangible, practical skills you learn in class today in the real world tomorrow. You’ll have the option to focus on information technology or create your own specialized course of study to fit specific educational goals.

The Bachelor of Science in Project Management is accredited by the PMI Global Accreditation Center for Project Management Education Programs (GAC). This means your project management training counts as professional development units for your Project Management Professional (PMP)® certification . (PMP is a registered mark of the Project Management Institute, Inc.).

Bachelor of Science in Project Management Mission:

To assist students in the development of necessary knowledge and skills to complete projects from conception to closure to ensure that projects come in on time and within budget.

  • Program Overview
  • Course Requirements
  • Career Opportunities

In this business-focused curriculum, you’ll gain fundamental knowledge to enhance management outcomes including scope management, time management, cost management, risk management, communications management, quality management, procurement management, human resource management, and project integration.

This GAC-accredited program will bring you together with experts in the field to enable learning as a community of project management professionals. Classroom work is based on a team environment to prepare you to manage and participate as a project team member.

Learning Outcomes

Throughout the Bachelor of Science in Project Management program, you’ll learn:

  • The leadership, business, and project management skills needed to become a well-skilled project manager or project team member
  • How to integrate a business foundation with the theory and practice of project management
  • Broad and coherent theoretical and technical knowledge of the management of project discipline
  • Strong communication and interpersonal skills
  • How to construct and demonstrate communication practices to stakeholders
  • How to analyze business needs and determine appropriate project-based solutions
  • Evaluate the implications of organizations on the effectiveness of project management
  • The application of successful team development with management strategies in a global setting

Student Achievement

PMI accredited program seal

Required Credits (180 Credits)

For full course descriptions please refer to the current catalog.

Lower-Division Requirements (90 Credits)

Students must meet General Education requirements listed below. This is typically completed within the 90 required lower-division credits.  For this program, Quantitative/Symbolic Reasoning is met through the course MATH 138 College Algebra or higher.

General Education

  • College Composition I** and II (CCII) (10 Credits)
  • Quantitative/Symbolic Reasoning (CM/QSR) (5 Credits)
  • Humanities (HU) (10 Credits)
  • Social Sciences (SS) (15 Credits)
  • Natural Sciences (NS) (15 Credits)

**If College Composition I is waived through transfer or articulation, students must take an additional 5 quarter credits from a humanities discipline.

Upper-Division Requirements (90 Credits)

Project management core (60 credits).

  • BUS 464 Design of Effective Teams and Organizations (5)
  • PM 401 Introduction to Project Management (5)
  • PM 420 Strategic Organization Design to Project Initiation (5)
  • PM 404 Project Scheduling and Cost Management (5)
  • PM 406 Project Risk and Change Management (5)
  • PM 422 Communicating with Data (5)
  • PM 413 Project Performance and Quality Assurance (5)
  • BUS 426 Business Analytics for Decision Making (5)
  • PM 442 Introduction to System Dynamics (5)
  • PM 444 Negotiation and Competitive Decision Making (5)
  • PM 450 Managing Projects Under Uncertainty (5)
  • PM 472 Emerging Topics in Project Management (5)

Capstone (5 Credits)

  • PM 480 Project Integration Action Learning Project (5)

Emphasis Area (25 Credits)

Choose one of the emphasis areas listed below:

Information Technology Emphasis

  • IS 201 Fundamentals of Computing (5)
  • CS 330 Network Communications (5)
  • IS 345 Cybersecurity (5)
  • IS 360 Database Technologies (5)
  • IT 434 Cloud Computing (5)
  • IT 470 IT Service Management (5)

Specialized Study Emphasis

The Specialized Study emphasis consists of five courses taken in a specific content area. Coursework may be completed through independent study, current course offerings, or developed for a specific industry or organizational setting. The Specialized Study emphasis is proposed by the student and approved by the Program Director prior to registration. (Must be approved by Program Director.)

Your undergraduate project management degree will equip you to become a project lead, project coordinator, program manager, or business analyst in virtually any industry, including:

  • Video games
  • Online services
  • Health care
  • Manufacturing

Networking Opportunities

At CityU, you’ll have the opportunity to expand your professional network by connecting with faculty working in your field, students from around the globe, and alumni employed at Seattle’s top companies. Plus, you’ll be part of a supportive community that’s dedicated to helping you reach your career goals.

Tuition Cost

Learn more about tuition and fees for our undergraduate, graduate, and doctoral programs.

2024-25 Cost of Attendance (per quarter)

Student budget values are established using student surveys, CPI index, and actual institutional expenses. Books & Supplies component will be prorated based on enrollment intensity

Financial Aid Opportunities

At CityU, we are committed to helping students achieve their academic goals no matter their economic situations. Our financial aid counselors are here to find the resources you need to pay for your education, including grants, loans, work study, and scholarships. Learn more about financial aid opportunities at CityU, or contact our Financial Aid Team at 800.426.5596 , 206.239.4540 , or [email protected] .

Military Tuition Benefits

As a Yellow Ribbon school, CityU is proud to serve those who have served in the military. We offer military tuition discounts for active-duty servicemembers and their spouses and accept military benefits such as the Post 9/11 GI Bill® and Tuition Assistance. Learn more about military tuition benefits, VA benefits, and military partnership programs designed to help you reach your military and career goals.

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CUNY Academic Works

Home > Dissertations, Theses & Capstones Projects by Program

Dissertations, Theses, and Capstone Projects by Program

All Graduate Center dissertations, theses, and capstone projects since 2014 are posted to Academic Works. Some are immediately available to read and download, and some become available after an embargo period set by the author. In addition, all pre-2014 dissertations and doctoral capstone projects have been digitized and are available to the CUNY community via our Retrospective Dissertations, 1965-2013 database (CUNY Login required). (Pre-2014 master’s theses have not yet been digitized and are only available in print.)

Dissertations, theses, and capstone projects are listed by program below. To browse by year, go to the top-level Dissertations, Theses, and Capstone Projects page.

Are you an alum? Do you want to make your dissertation or capstone project freely available to the public by adding it to CUNY Academic Works? Contact the GC Dissertation Office at [email protected].

Browse the Dissertations, Theses, and Capstone Projects by Program Collections:

Anthropology Dissertations

Art History Dissertations

Astrophysics Master’s Theses

Audiology Capstone Projects

Biochemistry Dissertations

Biography and Memoir Master’s Theses

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Business Dissertations

Chemistry Dissertations

Classics Dissertations

Classics Master's Theses

Cognitive Neuroscience Master's Theses

Comparative Literature Dissertations

Comparative Literature Master's Theses

Computer Science Dissertations

Criminal Justice Dissertations

Data Analysis & Visualization Master’s Theses and Capstone Projects

Digital Dissertations and Capstone Projects

Digital Humanities Master’s Theses and Capstone Projects

Earth and Environmental Sciences Dissertations

Economics Dissertations

Educational Psychology Dissertations

Engineering Dissertations

English Dissertations

French Dissertations

History Dissertations

International Migration Studies Master's Capstone Projects

Latin American, Iberian and Latino Cultures Dissertations

Liberal Studies Master's Theses and Capstones

Linguistics Dissertations

Linguistics Master's Theses

Mathematics Dissertations

Middle Eastern Studies Master's Theses

Music Dissertations

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Nursing Dissertations

Philosophy Dissertations

Physical Therapy Capstone Projects

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Political Science Master's Theses

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capstone project city university

Capstone (Un) Conference 2024

Save the date:.

  • 8th Biannual UnConference – June 7-9, 2024 (Sunday, June 9 – in person at the beautiful Museum of Vancouver)

How to Get Involved? 

If you are interested, please contact us at: [email protected] . If you have any specific skills or experience that you believe would be valuable for this role, please include that in your response as well. 

This Biannual event showcases and celebrates the capstone research projects and experiences of City University students in the Master of Counselling and Master of Education in School Counselling programs in British Columbia and the wider CityU community. 

We have chosen the term “unconference” to embrace different ways of knowing, being and doing. Sessions are intended to be more participant-centred with topics, agenda, and format more open, informal, and flexible. The unconference is a great opportunity to work collaboratively with students as they explore their work.  

The 2024 Capstone (UN) Conference , as a rite of passage for Master’s Candidates here at City University, welcomes the families, friends, faculty, mentors, and broader community of counsellors associated with our graduating class to join in on this opportunity to honor and learn from the presenters. 

Virtual  

For the online day, people will be joining from across the CityU community and capstone students will be sharing their experiences and lessons learned around capstone.

In-person  

During the day we will be exploring decolonizing practices as part of honouring reconciliation. We chose the Museum of Vancouver as the venue for our event because they have approached reconciliation in a good way. Every registrant will receive a complimentary ticket to the museum as part of their welcome package as an invitation to learn more about the First Nations whose land we are gathering on. We encourage you to check out the Museum of Vancouver website for the current exhibitions.

Students sharing their work will be exploring formats and the physical space, this includes holding some of the sessions outside in the beautiful Vanier Park. We will also be holding an end of day reflective gathering outside so please come dressed for the weather. Respecting our relationship with the land and our interconnectedness with it, we will be gathering outdoors rain or shine.  

During the catered lunch we are hoping our community will come together to learn from and with each other. Every member of our community has diverse passions, knowledges, and living experiences and we would be honoured if you would share yours with us. During registration we invite you to share what you would like to bring to our community dialogue.  

Some highlights of the last UnConference June 2023

capstone project city university

Click here to see the program from June 2023

Click here to see the program from December 2023

capstone project city university

What Is a Capstone Project in University?

capstone project city university

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Importance of Capstone Courses

Characteristics of capstone projects, capstone project vs. capstone course, examples across various majors, capstone project process, benefits for students, challenges and tips, frequently asked questions about capstone in university.

Confused with the concept of a capstone project ? As you approach your senior year, you might be hearing about this culmination project—whether a research endeavor, final paper, application, or portfolio— this academic endeavor aims to showcase the depth of your learning throughout your college years and prepares you for the professional world.

 In this blog post, I will explore what it means, how to prepare for it, and how you can bring this academic achievement to life. I'll guide you through this process, ensuring you have the support and resources you need. With the right guidance and understanding, you can transform this challenging task into an opportunity for growth and real-world application.

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importance of capstone courses

Capstone courses are part of university curricula and are strategically designed to prepare students for a seamless transition from academia to the workforce. They may include research endeavors and theses. However, each has a distinct focus and purpose.

These projects often highlight practical applications and skill enrichment, making them more aligned with professional practice (often done as a group project).

On the other hand, research and theses contribute to the academic body of knowledge, delving deeper into theoretical aspects. Bridging this knowledge gap is essential to empowering students with the understanding needed to make informed decisions about their final-year assessments.

In a broader context, a capstone project is designed to integrate theoretical knowledge with practical application. It provides a platform to reflect on academic journeys, apply acquired knowledge to real-world scenarios, and develop problem-solving skills. By addressing tangible challenges, learners enhance their readiness for the professional world.

The benefits of capstone projects extend beyond academic prowess. They empower students to navigate complex, work-related issues, through practical experience and fostering a deeper understanding on a particular subject.

This synthesis of knowledge and practical application enriches the graduate student's educational experience and typically involves graduates with a skill set essential for success in their higher education.

Capstone Project vs. Capstone Course

Although the terms "capstone project" and "capstone course" are often used interchangeably, it's necessary to understand their differences:

A  capstone project   is an independent assignment that encapsulates students' academic learning and demonstrates their proficiency in a specific discipline or field.

The focus is on individual research, problem-solving, or creative endeavors, providing a medium to demonstrate the knowledge acquired as students finish their studies. A capstone project is part of a course (think of it as a final assignment).

A  capstone course   contains a broader coursework and educational experience. It is an entire course (like any other) in which students incorporate and apply their knowledge gained throughout a program. It often requires students to collaborate on projects, engage in discussions, and participate in various activities. It can take longer to complete and varies depending on the institution. 

Examples Across Various Majors

Students across different degree programs engage in multifaceted capstone experiences at the end of their college careers. These experiences can vary widely, from individual research to collaborative group endeavors, reflecting the essence of their academic achievements.

For example, in fields such as political science, students may delve into a senior thesis, conducting extensive research and showcasing their critical thinking skills.

Alternatively, within literature courses, the last capstone course may involve a comprehensive literature review, illustrating the culmination of knowledge and skills acquired throughout the course of the degree program.

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Many capstone courses extend beyond conventional research papers, requiring you to work on a final project addressing a real-world problem. This collaborative effort and practical method, which can be conducted in small groups, emphasizes teamwork, a significant amount of research, and a strong work ethic (fundamental skills that prepare students for the workplace).

In addition to meeting the degree program and requirements, these capstone experiences often involve a final exhibition, allowing students to present and demonstrate their problem statement to professors, other students, peers, and sometimes even external stakeholders.

A capstone course experience serves as a bridge to graduate degrees or even doctorates, honing research capabilities that are essential for success and develop the necessary skills for potential employers.

Capstone Project Process

As Jolanta Burke and Majella Dempsey highlight in their Practical Guide for Students Book , commencing a capstone project is like constructing a house:

Firstly, you must establish solid foundations, much like a house, ensuring reliability. Then, continue learning and enhancing your skills to build it. Once armed with the necessary skills and information, the next step is to decide on the materials, devise a plan of action, and follow through until the house—your project—is complete and ready for use.

Just as a house requires a robust foundation, a capstone project initiates with meticulous planning. This phase encompasses defining content, goals, and methodologies, ensuring the project demonstrates most capstone courses.

For instance, if your project revolves around human-centered design, identify a problem, such as a shortage of shelters in a city, and conduct research. Then, the person and approach to solving this problem should be determined, perhaps by studying the owner of an existing shelter and identifying gaps in current approaches.

While delving into extensive research, it's crucial for students to hone academic capabilities by studying other courses and examining what has already been done about the specific problem. Seeking input from people, professors, and TAs are invaluable. Once enough material, like a literature review or interviews, is gathered, present it to your professor for feedback before progressing.

Pre-Execution

Jus like choosing construction materials for a house, students must decide on materials and formulate a detailed action plan, meeting degree or course requirements. This phase demands careful consideration of methodologies and strategies, emphasizing material determination—whether it's an app, a history psychology project, or any other course. Craft a structured plan and present it as a proposal before delving deeper into the subject.

The final stage involves executing the plan and completing the project, demonstrating the capstone experience. The research project needs to be prepared for use, showcasing the culmination of efforts.

Presentation

The presentation serves as the grand reveal of the completed project. A well-structured project and a compelling pitch, typically required, is essential to demonstrate its readiness for use.

This approach ensures a seamless transition from planning to execution, essential for success in capstone courses and the culmination of their academic journey.

capstone project group work- group of students

The preparatory nature of these projects makes students discover what they enjoy the most, what comes easily, and the potential to find areas of improvement. The benefits are crucial for student' personal and professional development, providing a real connection between academic knowledge and real-world application.

Gaining Skills and Experiences

Capstone projects showcase the skills and experiences accumulated throughout a student's educational journey. From research prowess to critical thinking and effective communication, the project culminates in these proficiencies, bringing them to the student's forefront.

Practical Transition to the Next Phase

Capstone projects are vital in preparing students to transition to the professional world or advance in academic pursuits. It's a practical initiation into college career, familiarizing students with the challenges and responsibilities they'll encounter in their future careers or advanced degrees at other schools.

Initiation of Work or Advanced Studies

Working on a capstone project program allows students to navigate the complexities they'll encounter in their chosen field. This experiential learning program equips them with valuable insights and the confidence and adaptability required to transition to the professional world or pursue advanced degrees.

Holistic Development for Future Success

Capstone projects contribute significantly to students' and major programs' holistic development, ensuring they are academically qualified and possess the practical skills demanded by prospective employers for their future endeavors.

graphs and data to examine challenges and tips

Here are some potential burdens and some capstone journey strategies that have helped me throughout my projects during school.

Choosing a Subject:

  • Challenge:  Defining the size of your capstone project can be daunting. I recommend balancing ambition with feasibility. For example, if you are trying to help dog shelters, maybe focus on how to prevent owners from abandoning them by educating dog owners. In the case of a more research-based project, look at the literature review of your research focus and build upon what has already been investigated.
  • Strategy:  Begin with a clear project scope and revisit the risks regularly. Prioritize key objectives to avoid complicating your project, and focus on a single issue .

Time Management:

  • Challenge:  Capstone projects often overlap with other academic commitments. Time management becomes paramount.
  • Strategy:  Create a detailed timeline, allocating specific tasks to manageable time frames. Regularly reassess and adjust as needed.

Research Roadblocks:

  • Challenge:  Conducting extensive research may lead to information overload or difficulty finding relevant sources.
  • Strategy:  Define research questions early. What is the project doing? For whom? In what builds upon? Utilize academic databases and seek guidance from mentors for targeted resource discovery.

Team Dynamics (if applicable):

  • Challenge:  Group projects may need help coordinating schedules, differing work styles, or conflicting ideas.
  • Strategy:  Establish clear communication channels, set expectations from the beginning, and address conflicts promptly.

capstone project in university

What exactly is a capstone project?

A capstone project is a culmination endeavor in your last year of college. This final assignment showcases the knowledge you acquired throughout your college years. It's a bridge between academia and the professional world, demonstrating the complete scope of your learning.

How do capstone courses differ from capstone projects?

A capstone project is an independent culminating assignment reflecting academic individual proficiency. On the other hand, a capstone course is an entire academic course that may involve collaborative projects, discussions, diverse activities, and presentations.

What are the benefits and challenges of capstone projects?

Capstone projects offer transformative experiences, unveiling skills and experiences gained through academic years. The benefits include skill refinement, self-discovery, and a practical transition to the professional realm.

However, challenges such as choosing a subject, time management, research roadblocks, and team dynamics may arise. Strategies like clear project scoping, time management, focused research questions, and effective team communication can help overcome these challenges.

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Urban and Regional Planning Department

Our program, master of urban and regional planning.

Program Details

Our Mission and Values

Our vision is to be a national leader in educating skilled, engaged planners and creating vibrant, sustainable communities..

Inspired by our setting in the downtown of a thriving urban center in the dynamic Rocky Mountain region, our mission is to: 

Collaboration

Evidence-based approaches, social justice, sustainability, program performance indicators.

The Planning Accreditation Board requires this information be posted for the University of Colorado Denver Master of Urban and Regional Planning program.

Student Achievement

A key element of the mission of the MURP program is to “teach our students the knowledge, skills, and values they need to be confident, principled, and visionary planners, using Colorado as our classroom to engage students in real-world, experiential learning.”

In the semester before graduation, MURP students complete a Capstone project—a professional project for a real client. This project, conducted about a topic and for a client of the student’s own choosing, represents the culmination of our students’ academic careers and highlights their unique areas of interest and the skill set they gained through their self-directed elective curriculum. Evaluation by the clients, and by the students themselves, demonstrates the degree to which we have successfully achieved our mission.

Client assessment of students' professional skills and values

Student responses to the question: in what ways did completing your capstone project allow you to pursue the aspects of planning about which you’re most passionate.

  • The capstone project allowed me to dig deep into my topic of interest and into its connection to planning. In my case, it allowed me to see, and better understand the connection between, big-picture planning and small-scale detail, and the relationship between planning, architecture, and urban design.
  • In my graduate school career, I have been interested in environmental planning issues, water issues in the west, and rural planning. My Capstone allowed me to encompass all of these in a real-world planning project that made a difference.
  • I was able to have a real-life, real-time community engagement experience for an existing organization.
  • I was able to work on an adaptive reuse project in a small rural town, which challenged me to step outside my comfort zone and educate myself on the ins and outs of the real estate development process, historic preservation, and building relationships with local stakeholders.
  • ​I am interested in social justice issues and this project allowed me to explore how land-use policies and programs both produce and can help remedy environmental injustices.
  • The capstone project was a great way for me to incorporate my background before I came into the program. I was able to make incredible contacts in a small niche within the planning world and dive right into the type of planning that I would like to do.
  • My passions in planning are urban design and active transportation. My capstone project looked specifically at correlates to walking and lingering along some of Denver’s most important downtown streets. It was intriguing and interesting to not only learn about the most effective types of programming and design but to see them in action. This capstone broadened my understanding of city space quality and the inherent complexity of trying to study it.
  • I am most interested in the nexus where planning meets development. My project was to put together a feasibility analysis for a redevelopment project, so I was able to apply many of the tools I learned in various courses in the program to one project.
  • I was able to work on a multimodal project that explored the interactions of various roadway users. Up until this point, I had mostly looked at individual modes in a bubble without looking at their relationship to the whole system.
  • The Capstone project was an opportunity for me to work with a commercial real estate development firm and experience the day-to-day workings of the firm.
  • My capstone really allowed me to explore both community and economic development and ways in which a city can help stimulate those things through the built environment and innovative policy solutions.
  • I’m passionate about working as a small-town planner. Given that my capstone project site was a town of 1,500 people, the project allowed me to gain a greater understanding of the intricacies and politics of small-town government.
  • The Capstone project allowed me to make a contribution to the community I live in and helped me learn how to craft policies and guidelines that can protect a neighborhood from gentrification. I was able to incorporate GIS and modern technology because of the flexibility for choosing projects that relate to my interests.

2023-24 Tuition and Fees

*Non-resident students are eligible for residency after one year of living in Colorado (see our Colorado Residency page for more information.)

Our flexible schedule and self-directed curriculum allow our students to work part-time in professional jobs or internships during the academic year.

We are a member of the Western Interstate Commission for Higher Education's Western Regional Graduate Program (WICHE-WRGP), which allows any student who is a resident of one of the 15 western member states to qualify for Colorado resident tuition for their entire time in the MURP program. For more information, see the official WICHE-WRGP webpage . 

Performance Indicators

Our flexible schedule and self-directed curriculum allow our students to work part-time in professional jobs or internships during the academic year. Additionally,  non-resident students are eligible for residency after one year of living in Colorado  (see  o ur  Colorado Residency  page for more information.)

​We are a member of the Western Interstate Commission for Higher Education's Western Regional Graduate Program (WICHE-WRGP), which allows  any student who is a resident of one of the 15 western member states to qualify for Colorado resident tuition  for their entire time in the MURP program. For more information, see the official  WICHE-WRGP webpage . 

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The MURP Alumni Association’s mission is to further the enduring educational interests, social diversity, professional development, and charitable support of CU Denver MURP students, alumni, and the communities they serve. MURPAA will encourage participation in the affairs of the College of Architecture and Planning, the University of Colorado Denver, the greater Denver Metropolitan Area, and the Intermountain West.

Learn more about the MURPAA, read about our diverse alumni, and discover alumni-focused programs and events.

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Guide to The Master’s in Communication Capstone Project

capstone project city university

Types of Capstone Projects

Independent capstone projects, capstone course, group capstone projects, portfolio and reflection projects, internship capstone.

Many master’s in communication programs that focus on building students’ practical skills and leadership capabilities within communication sectors such as public relations, advertising and marketing, corporate and organizational communication, and even political communication and campaigning require a capstone project as students’ culminating experience. Unlike traditional theses, which are common for academic and research-oriented master’s in communication programs and have a formal, multi-chapter structure, capstone projects vary widely across programs and often afford students a great deal of flexibility to be creative in their research and final deliverable.

There is substantial variance between how master’s in communication programs design their applied capstone project option. For some programs, the capstone is an independent research-based or industry-centric endeavor that students complete individually while under the guidance of a committee (similar to how students complete a traditional thesis). Other programs, in contrast, may have a dedicated capstone project course wherein students meet project benchmarks that they discuss in class, and also benefit from their instructor’s guidance and peer feedback. Additionally, there are group project capstone experiences where students are divided into teams and tackle one or a variety of projects that aim to integrate all the concepts and skills that they have learned during their enrollment in the program.

Added to this diversity amongst program capstone experiences is the diversity of students’ interests, their professional and academic backgrounds, and whether they are working full-time or part-time while pursuing their graduate degree. Students who are working and want to integrate what they have learned in their program directly into their workplace might complete their capstone project with their current employer. On the other hand, students who have minimal professional experience or who wish to change industries might find an organization or complete a project based off of their own interests, with the intention of featuring their capstone project as a centerpiece of their portfolio when applying for jobs.

This Guide to the Capstone Project is designed to help current and prospective students of master’s in communication programs understand the depth and breadth of possibilities for their capstone project. It features detailed descriptions of common types of capstone project options, as well as insights from faculty members and directors of master’s in communication programs nationwide who were interviewed as part of our Faculty Interview Series .

Despite the variance in capstone project options described above, there are several major categories in terms of general types of projects that students can undertake. From independent projects to professional portfolios and client-centric group projects, there are choices that suit every student’s interests and goals.

The independent project, one of the most common capstone experience options, grants students significant autonomy in crafting their final deliverable. The student works with his or her advisor and committee to determine a project topic that is tailored to the student’s academic interests and career goals. These independent projects can be created specifically for a real industry client, or can be designed around a hypothetical client in some cases. Examples of independent projects include an advertising campaign for an agency, an organizational communication plan for a corporation, or a comprehensive fundraising awareness strategy for a non-profit organization. Students may also have the option to complete an artistic or creative final project, such as writing a play, filming a documentary, or choreographing a dance.

The process to successfully completing the independent capstone project is quite similar to that of the traditional thesis , in that students select a committee of faculty whose research expertise aligns with the topic of their project. Students then conduct their research and complete their final deliverable with close guidance and feedback from their faculty advisor and committee.

Hye-ryeon Lee, Ph.D. the Director of Graduate Studies for the Department of Communicology at the University of Hawaii at Manoa, explained her program’s applied capstone project experience in an interview. “The applied project is very flexible in terms of what [students] can do. […] For example, a student is currently in the process of writing a book as her applied project. Another student developed a volunteer training program for the Make a Wish Foundation. This student talked to the administrators, staff and volunteers of the Foundation to develop a thorough understanding about their operation. She then designed and delivered a training program for new volunteers for the Foundation.”

While independent projects are more flexible in terms of their structure and topic, relative to the master’s thesis, they still require a substantial amount of research and are just as rigorous as theses. Students completing a capstone project use the same research methodologies as those who complete a thesis, but instead of applying their findings to conclusions that contribute to the scholarly literature, they use their insights to directly impact an organization or to design a final product that that is more applied or creative in nature.

Michael B. Goodman, Ph.D., Director the Master of Arts in Corporate Communication at The City University of New York’s Baruch College, explained how this program’s applied project uses academically rigorous communication theories and research methodologies. “Similar to the thesis, students are expected to employ and integrate the theories, communication management practices, and methods that they learn in the program to their research and final product. Students who choose this option are also required to present their results at a professional colloquium,” he noted.

The flexibility of the capstone project allows students to bring in topics from their professional or personal lives. Porter Shreve, Director of Administration for the University of San Francisco’s Master of Arts in Professional Communication, explained how many students in the program use the capstone as a way to examine and address sociocultural issues. “Since we are located in San Francisco near the heart of Silicon Valley, tech development and its reshaping of human communication are very much on our students’ minds,” he said, “I had one student who completed a video-based capstone about women muralists in San Francisco’s Mission District and their struggles with gender discrimination. […] We had [another] student who worked at a successful artificial intelligence startup, and he decided to tie his capstone to projects he had undertaken in the AI field.”

Porter Shreve also emphasized the important role that communication theory and research methodologies play in the capstone project, regardless of selected topic or deliverable. “While students can bring the applied into their capstone projects, their work typically utilizes academic research methodologies such as quantitative and qualitative data gathering and analysis,” he said.

Oftentimes, students use the independent project as an opportunity to create a product that will feature prominently in their portfolio once they graduate. Coy Callison, Ph.D., Associate Dean of Graduate Studies for the College of Media and Communication at Texas Tech University (TTU), explained how one of the students of TTU’s Master of Arts in Mass Communication created a project that directly contributed to her securing a public relations management position. “[Our student] developed a crisis communication campaign for one of the local hospitals here in Lubbock, and she dealt directly with how well people at the hospital understood emergency planning,” he recalled, “[S]he put together an extensive campaign that involved all of the constituents from the staff to the nurses, doctors, and vendors. She surveyed all of these teams to learn how they would prefer to receive this information […and] subsequently put together a comprehensive plan that catered to each team, and the hospital was very happy with it.”

After graduating, this student approached a major hospital in Honolulu with her crisis communication plan, which impressed them so much that they created a position for her, and she became the Crisis Preparedness Director. As this example illustrates, the independent project can be a very helpful stepping stone into a new career or promotion at one’s current job.

While some programs have a capstone project option that involves students working largely independently under the guidance of one or more faculty advisors, other programs have students complete their capstone project while enrolled in a capstone course that provides structure, guidance, and feedback. This is relatively common among online master’s in communication programs, and can be particularly advantageous for students who benefit from weekly meetings that hold them accountable for meeting incremental project deadlines. Capstone courses also provide the benefit of peer discussions and feedback in a forum-like setting. Unlike the independent capstone project, which is highly individualized and can be creative or artistic, projects that are completed as part of a capstone course are often more practical and client-focused in nature.

Richard Holberg, Adjunct Instructor and Team Lead for Southern New Hampshire University’s Online Master of Arts in Communication Program, explained how the capstone course that is part of this program provides students with helpful structure and deadlines. “The first week of the course is when students identify what they want that client and campaign to be. As facilitator of the course, it is my job to make sure that their campaign meets the parameters for the program and has a scope that is manageable within the span of the capstone course,” he said, “We also structure in three milestones that students must meet during their time in the course. First students must identify the client and the type of campaign they want to do, and I review all of their proposals. The second milestone requires them to identify what the focus of their campaign is. What’s the communication need or problem that they are trying to solve?”

Capstone courses vary in how they manage the client-student relationship. Some programs require all the students in a capstone course to work on a single project for one client that agrees to partner with the program. Other programs connect students with multiple clients for individualized or small group capstone projects. Still other programs ask students to find their own client but provide guidance and support during the client search process during class sessions and individual mentoring.

Dionne C. Clemons, Ph.D., former Director of the Master of Arts in Strategic Communication and Public Relations at Trinity Washington University, explained how the capstone course for this program connects students with a wealth of regional clients and partners. “We develop relationships with clients and assign students a client that has strategic communication/PR needs that match what we expect students to demonstrate in their final project,” she explained. Dr. Clemons also noted that one of the advantages of Trinity University’s capstone course is that students connect with a wide variety of clients who can serve as useful professional contacts for students. “Most clients that we align with are partners with Trinity, and they often represent the economy here in DC, meaning that they are management consulting, nonprofit, or government entities,” she added.

Group projects have the advantage of enabling students to take on a project of larger scope than would be possible if they were working individually. Whether completed under the guidance of a faculty advisor or as part of a larger capstone course, group projects also give students the opportunity to demonstrate and hone their teamwork skills while working on an intensive project that mimics the work they will complete in their future jobs. Unlike individual capstone projects which can be industry-focused or creative, and may or may not be client-centric, group capstone projects tend to revolve around an existing client need, such as a marketing campaign for an apparel company, an advocacy initiative for a non-profit organization, or an organizational communication revamp for a corporation.

Janet Steele, Ph.D., who is the Director of George Washington University’s Master of Arts in Global Communication program, explained how this program’s capstone experience is designed to be a team effort. “The capstone is a four-credit group project that students complete over the course of a year. The capstone is handled through the Elliott School of International Affairs,” she said, “At the end of their first year, students meet with a capstone advisor, and decide on their work group. The groups usually consist of three to four students, and together they work with real-world clients on an agreed-upon project. At the end of the program, the group is required to present their project to faculty, and to show us the work they did for their client.”

For some programs, the capstone group project is an opportunity for students to flex their leadership and project management abilities. Arabella Pollack, MBA, who is the Deputy Academic Director of the Master’s in Strategic Communication Programs at Columbia University, explained how Columbia University’s program emphasizes team projects from the beginning in order to prepare students for collaborative work on their capstone.

“Throughout all our other courses there is a lot of project work, lots of teamwork focusing on real-life scenarios, whether it is case studies or hypothetical situations from their current place of employment or other organizations. Students are constantly thinking about how they put the concepts they learn into practice,” she said, “When it comes to the Capstone we take it to another level. We work with real organizations that have a communication challenge they’re tackling. And students work in small teams to address this problem through guided independent study over the course of a semester. This includes conducting their own primary and secondary research. They conduct focus groups, quantitative and fully representative surveys, and other assessments and deep dives into data. They’re constantly working with the sponsor in an almost consulting relationship (though sponsors do not pay for students’ work). At the end of the semester, students present their findings and recommendations to the sponsor.”

Just as some master’s in communication programs require students to take a capstone course for their individual capstone project, some programs that have a group capstone project requirement also incorporate the capstone as part of a larger guided capstone course. As noted above, this is quite common for online master’s in communication programs.

Michael Weigold, Ph.D., who is the Director of Distance Education at the University of Florida’s College of Journalism and Communications, explained how the University’s Online Master of Arts in Mass Communication culminates in a capstone class where students are assigned groups and tackle a team project in largely the same way they would do so in an industry setting. “All of the Capstone projects are completed through group work, and this is by design, because all the members of our advisory council have reiterated the importance of people who know how to work optimally in teams,” he said, “During their work on their project, students have the mentorship of the Capstone course instructor.”

Some industry-focused master’s in communication programs require students to complete a portfolio that represents the depth and breadth of their professional skills, experience, and interests. This capstone requirement typically involves students reviewing their work over the course of their enrollment in the program, and selecting assignments from past classes that are representative of the strengths they would like to showcase to potential employers. As a highly industry-focused and functional capstone project, portfolios are typically required to be in online or e-portfolio form (such as a website) for maximum visibility. In addition, most programs with a portfolio capstone also require students to write a reflective essay that synthesizes the concepts, skills, and issues explored during their classes.

Programs tend to vary in terms of their precise parameters for the portfolio. While some programs may be flexible as to what students decide to include, others may have more established requirements to ensure adequate diversity within each student’s portfolio. Sunny Stalter-Pace, Ph.D., the Director of Graduate Studies for Auburn University’s English Department, explained the capstone portfolio requirement for Auburn University’s Master of Technical and Professional Communication. “The portfolio requirements are as follows: a portfolio website of the student’s own design, and which follows best practices for coding, writing, editing, and professional communication ethics; a 2000-word memo that elaborates on the major technical and professional communication issues that the student has discerned based off of his or her coursework, and which makes suggestions as to how to address these issues; five exemplary pieces of print or online content that the student has completed during his or her tenure in the program, accompanied by a 500-word analysis for each of these pieces of content; and an edited resume or curriculum vitae,” she said.

Texas Tech University’s Master of Arts in Technical Communication, on the other hand, has slightly different portfolio requirements. Craig Baehr, Ph.D., Director of this graduate program, outlined the portfolio’s parameters. “The Master of Arts in Technical Communication portfolio is comprised of two key components: learning artifacts and a reflective essay,” he explained, “Students must include three to six artifacts in their portfolio, one of which must be an academic or research paper, while another must be a practical project in technical communication. […] Examples of artifacts students might include in their portfolio include an analytical report or a feasibility study they wrote for a technical reports class, a web-based training module that they developed for the instructional design course, or a visual infographic they developed for the document design or information visualization course.”

The portfolio is an opportunity for students to not only showcase their skills, but to also benefit from mentorship and feedback from their instructors. Frederica Fornaciari, Ph.D., who is the Academic Program Director for the Master of Arts in Strategic Communications at National University, explained how this program’s capstone option is, in many ways, a career workshop course. “During the Capstone Project students reflect upon their chosen career path, analyze the market in their field of choice, and draw the connections between their own learning experience at National University and the skills necessary to successfully enter their career of choice,” she said, “[Students] develop a market analysis for their field of choice, looking at possible job openings, exploring job descriptions, and collecting valuable information about their desired job’s outlook from sources such as the Bureau of Labor Statistics. Then, students complete a reflective journal to reflect upon their learning experience at National University, and start drawing connections between their acquired toolkits and current market needs.”

Internship capstone options are somewhat less common than other types of capstone experiences, due to the fact that many industry-oriented master’s in communication programs have students who are already working either full-time or part-time while completing their degree. However, for students who have the weekly availability to complete an internship, this capstone experience option can be very helpful by immersing students in the work settings that interest them and connecting them with potential employers well before they graduate. Examples of graduate internships in communication include working for a local newspaper outlet, interning in the public relations department of a corporation, or working at a marketing agency.

Nadia Kaneva, Ph.D., who is the Director of the Master of Arts in Media and Public Communication Program at the University of Denver, described this program’s internship option as particularly advantageous for students interested in entering industry. “We believe that research and practice must go hand in hand as they work to address real-world problems,” she said, “[Based] on their own goals and interests, students can choose between completing a professional internship, a master’s thesis, or a substantial research paper as a capstone experience. […] Typically, students who wish to pursue a professional career opt for an internship. Our internship program is highly regarded by employers and we have seen many cases where an internship turns into a job offer upon graduation.”

Master’s in communication programs that offer an internship option for the culminating experience may connect students with potential internship sites and supervisors, or require students to identify an internship site on their own. The internship capstone option is often accompanied by an additional requirement that prompts students to reflect on the relevance of their internship work to their master’s program and future career. “At the end of their internships, students submit a paper or a professional portfolio, and complete an exit interview with the department’s Internship Director,” noted Dr. Kaneva.

Due to the intensive work it requires and its inherent depth and breadth, the master’s in communication capstone project may seem intimidating to many students. However, it is in fact a unique opportunity for students to build a robust bridge between where they are and where they want to be professionally, all within a safe and mentorship-centric environment. The capstone project is designed to give students the resources to build a professional-quality product that is tailored to their interests and goals.

For advice on successfully completing the capstone project, please refer to our Advice for Completing a Master’s in Communication Applied Capstone Project , which features key insights from alumni of master’s in communication programs.

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Master of Liberal Arts

The master of liberal arts capstone project.

The capstone project is the culmination of your Master of Liberal Arts experience. By integrating two or more academic disciplines, your capstone reflects the mission of the MLA program itself: to provide a place for you to create your own graduate curriculum across the arts and sciences.

The content and scope of your capstone project can be tailored to your professional and intellectual goals. The project showcases the skills and knowledge you've acquired at Penn, and acts as an opportunity for you to push yourself to new heights.

Although there are no set guidelines for capstone projects, there are two common approaches to writing capstones. In the first approach, the capstone is an extended research paper, based on primary and/or secondary sources. In the second approach, you design a more creative project, and then contextualize it with academic support or commentary. For example, some students write a series of short stories or poems, or a memoir, supplementing their writings with a short analytical piece that surveys some important literature in their fields of interest and explains how their creative pieces compare with that literature.

Recent capstone projects include:

  • For as Long as They Both Shall Give  by Nicole Fortuna
  • The Fall of Nor and Other Stories  by Thomas Hutt
  • Telling My Father's Story: Writing Through the Silences  by Caroline Lee
  • Social Media and Museum Collections  by Yin Liu
  • Decoding Anxiety Expressed Through Non-Verbal Communication  by John Richard O'Donnell

The Capstone Forum

Each year, selected graduating students present their projects at a Capstone Forum. Watch recent MLA graduates discuss how their capstone topics were developed, how their capstones relate to their interdisciplinary degree concentrations, and how their coursework prepared them for their final project.

2022 Master of Liberal Arts Capstone Forum

2021 Master of Liberal Arts Capstone Forum

2020 Master of Liberal Arts Capstone Forum

2016 Master of Liberal Arts Capstone Forum

The 2016 MLA Capstone Forum showcased the capstone projects of six MLA graduates.

Timothy R. Crowe

Supervisor of security and docent, the University of Pennsylvania Museum of Archaeology and Anthropology

A medieval re-enactor, Anglophile and comparative religion scholar, Tim Crowe used his MLA experience to dig into the subjects that fascinate him—unorthodox religions and sects. He discusses the “left-hand path,” which includes voodoo, ceremonial magic and modern-day Satanism.

Danielle Grace Flitter, CPA

Associate Trust Administrator, University of Pennsylvania

After changing to a vegetarian diet a few years ago, Danielle Flitter discovers just how closely food was tied to her family’s traditions. In her research, she asks, do food customs define our cultural identity? Does a change in what an individual eats impact their personal identity?

Jennifer O’Mara

Assistant Director of University Stewardship, Development and Alumni Relations, University of Pennsylvania

A southwest Philadelphia native and first-generation graduate, Jennifer O’Mara dives into her past through a two-part research and memoir project. In her presentation, she explores creative writing as therapy for individuals who have experienced traumatic childhood grief and how the MLA program helped her find her voice.

Brad Richards

Director of Alumni Relations, School of Engineering and Applied Science, University of Pennsylvania

When Thomas Eakins’ masterpiece  The Gross Clinic  was up for sale by Jefferson University, locals and art institutions alike banded together to keep the painting in Philadelphia. Brad Richards, a native Philadelphian explores the painting’s significance to the city, art history and medical science.

Joan Sauvion

French and Spanish instructor, William Tennent High School

As a teacher with many Latin American students, Joan Savion often observes the difficulties that newly arrived young people have in fitting into the mainstream culture of their school. She established a tutoring and outreach program led by bilingual students to bridge the gap. Using her work as a case study, Joan focuses her MLA research on the intersections of urban studies, Latin studies and linguistics.

Kristin Zuhone

PhD Student, University of California, Berkeley

Kristin Zuhone’s capstone project concentrates on the employment-based immigration program EB-5 through the lenses of philosophy, political science and public policy. Through her research, she uncovers the ethics and politics of selling citizenship.

Interdisciplinary certificates

Several certificate programs are available to help organize your discovery in a topic area.

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Penn and the arts

From theatre, museums, galleries, and music and dance, arts play a leading role in life on campus.

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Alumni stories

"I wanted my time in this program to have a coherent thread. The Certificate in Urban Studies puts me in a good position to stay on my career track.” – Nathaniel Borek, MLA ‘20

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Propose a Capstone Project

Students need your help identifying projects to complete their degree and gain critical professional experience. If you have a project that you think would provide an excellent capstone learning opportunity for either one or a small group of students, please fill out this web form: https://forms.illinois.edu/sec/2102393427 .

Poster of recent capstone project

What is a Capstone Project?

The Capstone Project is a culminating project that provides MUP students with the opportunity to apply what they have learned to a specific planning problem or issue. Projects are structured as year-long consulting agreements that pair second-year MUP students with client partners to tackle a planning question. The students work with the client to define the problem, design and conduct data collection, analyze and contextualize the information, and prepare a written and oral report for their client organization. Students gain experience working as consultants, and clients receive professional-level analysis and recommendations to inform planning processes.

A pair or small group of students may pursue a Capstone Project jointly in the case that the project has sufficient scope to warrant a team approach. A single faculty member will normally serve as the Capstone Advisor for the group, and a capstone proposal may be submitted jointly. Take a look at recent MUP Capstone Projects.

Timeline To allow enough time for coordination between students, advisor, and the organization, we ask that proposals are submitted by July 15 for projects starting in the fall.

  • July 15                         Submission deadline for Capstone Project ideas
  • August-September   Students contact potential clients and discuss projects
  • September 15             Students finalize proposal with their Capstone Advisor and the client
  • April                            Draft project due to Capstone Advisor
  • May                             Student completes project report and presentation to the client

Submit a Capstone Proposal

School of Planning and Public Affairs

Capstone project receives exemplary student project award.

Group representatives receiving the award, including Emani Brinkman, Farnaz Fatahi, and Sepehr Yadollahi.

A group of recent planning graduates has received the Iowa Chapter of the American Planning Association’s Exemplary Student Project Award for the City of Clinton’s Liberty Square Master Plan. The award recognizes undergraduate or graduate student projects and research that represents a professional level of work that contributes to advances in the field of planning.

The 2023 SPPA graduates who created this innovative plan as students are Emani Brinkman, Brady Hill, and Sepehr Yadollahi. Their group also included students from the Sustainable Development program: Emma Duncan, Connor Johson, and Steven Stilianos, as well as engineering student Maria Ilioukhov. Current planning student Farnaz Fatahi lent her talent as the design specialist.

The master plan served as their capstone project and was completed over two semesters. The project was made possible by the Iowa Initiative for Sustainable Communities which matches the needs of communities in Iowa with master's students in the School of Planning and Public Affairs, giving them hands-on professional experience.

The City of Clinton is located on Iowa’s eastern border along the Mississippi River and with Highway 30 running along the southern part of the city. Liberty Square is a narrow stretch of primarily city-owned property that runs between and adjacent to the split four lanes of Highway 30. The city developed an overlay zone for the Liberty Square District in 2002, with land use designs for commercial and small manufacturing. After nearly two decades without significant development, city officials wanted to evaluate and update the previous land use plans and ordinances for new uses and investment on the property.

The master plan includes an assessment of sustainability dimensions of the project and incorporates sustainable development concepts. Additionally, it outlines strategic actions, ordinances, and funding mechanisms for achieving the vision for the district. The students conducted multiple community engagement events, collected feedback, and sought to apply the community input to the planning designs. They gave a final presentation all stakeholders. The plan is dynamic and covers a range of issues: transportation planning and infrastructure, pedestrian and bicycle amenities, utility infrastructure, water management, open space, and biodiversity. One potential challenge for use and development of Liberty Square was the sprawling ADM bioprocessing facility that runs parallel to the property, creating heavy volumes of truck traffic, obscuring the Mississippi River, and emitting pungent odors on occasion.

See the planning team's full final report and a 3D video of how their recommended transportation redesign would look with actual traffic patterns on the Iowa Initiative for Sustainable Communities' website .

Capstone Projects

Grainger Engineers aren't afraid of hard work. It's how we get results. Our work is resourceful, open to partnerships, and inspires the best in others. We nurture this industrious spirit by providing our M.Eng. students with the opportunity to tackle real-world collaborative Capstone Projects.

M.Eng. students in a Capstone Program course have an exclusive opportunity to complete a one-semester project in cooperation with an industry partner. The partner provides the project and a mentor. The student, working either independently or as part of a team, is responsible for working with their industry partner to satisfy project requirements, communicate progress, and complete the assignment.

Some of our corporate partners

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Benefits for Students

  • Personal choice. After reviewing available projects, you connect with the industry contact letting them know you’re interested in their project.
  • Develop your professional identity while showcasing passion for the industry.
  • Build your professional network while working closely with your industry contact and faculty advisor throughout the semester.
  • Competitive advantage: relevant industry experience is one of the top things a recruiter looks for when hiring. 

I'm interested!

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Benefits for Partners

  • Discover solutions to problems without using additional resources.
  • Build brand recognition among the future engineering leaders.
  • Leadership and professional development experience for employees who serve as project mentors.
  • Access to fresh perspectives and energetic problem solvers
  • Scout out fresh new talent while providing meaningful, professional development experience for students.

Connect with us

It was a pleasure working with the students, faculty and staff for the Master of Engineering Capstone Program. The students were engaged and had the needed skills. Best of all, the team was able to deliver new ideas and prototype solutions important to PPG.

Kevin P. Gallagher, Ph.D. Scientist, Corporate Science & Technology, PPG

The MEng Capstone Project has been a tremendous success, and I am delighted with the results. I am deeply grateful for the support received on this significant and influential project. The team effectively offered insights into potential machine learning models for predicting opioid-induced respiratory depression, establishing a foundation for future progress. The cooperative efforts of students, faculty, and staff facilitated an exceptionally seamless process."

Vivian Pratt Anderson Distress Bandanna Teen Driver Initiative

Connect with us to learn more

Lauren Stites Professional Programs Coordinator  217-265-0643  .  [email protected]

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Mizzou Engineering

Mizzou civil engineering students redesign road and water systems for senior capstone project.

May 21, 2024

civil engineering capstone group

The Project

Civil engineering students Chloe Groner, Zach Cockrill, Abby Watts and Amoni Madison took on a two-part capstone project to redesign a roadway in St. Louis, Missouri, and analyze the drainage system of that road.

“We were tasked with assessing the current configuration of Route DD and improving the safety and the level of service of that roadway,” Cockrill said. “We also worked on extending the roadway configuration to add a lane in each direction and a pedestrian bike path.”

The team chose this project because of their interest in transportation coursework and their background in transportation-related internships.

“We decided it would be best if we put our collective skills toward a transportation-related project,” Watts said.

Groner, who completed undergraduate research investigating water quality, led the hydrology aspect of the project.

“The purpose of the hydraulic element of this project was to analyze the drainage system going underneath Route DD, by means of a culvert, to make sure that the increased development happening doesn’t increase runoff and possibly flood Route DD,” she said.

The Process

The project required the students to learn new software to analyze the road and water drainage configurations. Safety was also top of mind throughout the project as the road the group was tasked with redesigning ran next to a local middle school and the area was prone to heavy traffic at drop-off and pick-up times.

“With all of the project requirements and safety in mind, we had to make sure we didn’t go super high in budgetary costs so that it could be a reasonable solution to produce,” Cockrill said.

The Outcome

The group’s proposed configuration to redesign Route DD and resolve traffic issues was to add a roundabout at a crossroad near the school.

“We also expanded to a four-lane configuration to ensure that the roads can hold those new developments that will be occurring in the area,” Madison said. “We also reduced the speed limit in school zones along the road from 40 mph to 20 mph and added mid-block crossings to ensure that pedestrians can safely cross the street to and from school.”

To solve the drainage issues along the route, Groner said they proposed increasing the length of the culvert to allow for more water to run underneath the roadway instead of overtopping it and flooding the road.

Learn more about civil engineering at Mizzou!

Read about other capstone projects here .

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Theoretical expertise meets hands-on learning as seniors prepare for real-world engineering.

A requirement for graduation, student teams take on year-long capstone projects, putting their problem-solving skills to the test and collaborating to take an idea from concept to design to prototype. On the second Thursday in May, teams present their work to an audience of industry experts, faculty advisors, students, family, and friends of the School of Engineering at the annual Senior Design Conference—a highlight of our academic year. All are welcome to watch the student presentations!

But how do students choose their projects? While faculty advisors have a list of projects students may choose from, some come up with their own ideas. Check out our archives page to see Senior Design Conferences from the past.

This year's Senior Design Conference will take place on Thursday, May 9. Visit the 2024 Senior Design Web Portal for more information.

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Texas Tech Now

Engineering capstone project yields useful tool.

May 17, 2024

Engineering Capstone Project Yields Useful Tool

A piece of research equipment made by students will be used in the Edward E. Whitacre Jr. College of Engineering.

What started as a capstone project handed to a group of students in Texas Tech University 's Edward E. Whitacre Jr. College of Engineering has yielded a useful tool for future research. 

Given the opportunity to select a project, the undergraduate students in the Department of Mechanical Engineering leaned into helping current and future graduate students by creating a tool that could be used in rocket research.  

The equipment built by the students is called a thrust stand, and if you're not exactly sure what that is, you're not alone. 

“Basically, a thrust stand is a mounted rocket motor,” explained Joseph Pantoya, one of the mechanical engineering students involved in the project. “It collects thrust and pressure data for a given rocket fuel. 

“What we can do is get fuels that the combustion lab makes, put them in our rocket motor and test them out in a controlled environment.”

The capstone course brought together a team of six students from diverse backgrounds to complete the final steps in their mechanical engineering degrees with their project supported by grants from the U.S. Department of Energy (DOE) and the U.S. Department of Defense (DOD).

Grants from sources like DOE and DOD give professors the resources needed to supply students with a hands-on learning experience while also creating something of value for the wider world. 

In this case, the thrust stand will be used by both graduate and undergraduate students in the Combustion Lab , where testing of accelerants used in various types of rockets takes place daily. The capstone project will help researchers test solid fuel combustion and better understand how those fuels can be designed to advance hypersonic combustion for propulsion applications. 

“Being able to help students in the lab publish research papers one day with something we designed is really cool,” said Juan Aguirre, another of the students involved with the thrust stand project. 

Engineering Studets

The project required working with graduate students in the lab to understand and address their needs in the design phase. Meeting the needs of those students was a critical piece of the puzzle, but it wasn't the only piece. 

Moving from the theoretical aspects of design into the actual production phase, managing a budget and producing a useful final product were all hurdles the thrust stand team had to conquer.

“We had a lot of challenges,” team member Ajibek Karatalov said. “Most of the challenges were logistical. For example, one of the main parts was shipped from Japan, and it never made it. I don't know why. So, these kinds of challenges were sort of boundaries, but I'm glad that we overcame them as a team.”

Luckily for the students, there are plenty of resources and mentors to lean on. Mechanical engineering's machine shop, for instance, provided the expertise the students needed to work through many of the technical issues along with the sage advice that comes from working with professionals. 

“I think having the shop instructors, Roy Mullins and David Meyers , they kind of gave us a new perspective on the issues we were facing,” said Jeffery (Mitch) McHugh, another team member. “They had more of a rounded perspective because they've worked in the field. That really helped us and gave us a perspective of what people that we may be working with in the future will have to say.”

Students standing in ballroom at Mackenzie Merket Alumni Center

The team's design was on display at the Mechanical Engineering Expo, an event held on Texas Tech's campus where, along with other teams from the department, the work of the last year is shown off to the campus community.

Mullins and the staff at the machine shop work with a wide range of students daily, helping with things like welding and machining parts that wouldn't normally be done by engineers in the field, and he was impressed with the thrust stand team's competency. 

“They've been a pretty self-sufficient group, actually,” Mullins said. “We've had to answer the usual technical questions and assist them in some machining, but for the most part, with the end design they've done really well on their own.

“It was a very specific subject. It was a research project tied to research we do in the department, so that was kind of unique in and of itself. But what really struck us about this project was it was for a research project that ties immediately to a critical problem.”

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Students Develop Virtual Reality Heart Monitoring Program to Help Firefighters Monitor and Manage Stress

Four seniors and Professor Mehdi Mekni, Ph.D., collaborated with a West Haven-based virtual reality training developer and the Cleveland Fire Department to develop a program that could one day impact first responders everywhere.

May 22, 2024

By Jackie Hennessey, Contributing Writer

Left to right: Kyle Muldoon ’24, Sean Vargas-Altamirano ’24, Matthew Lamour ’24, and James Mok ’24 present their senior capstone project at the University.

Wearing virtual reality headsets, firefighters and fire department leaders were placed in dangerous, stress-inducing situations they would face on the job. As part of the training, firefighters battling a raging blaze suddenly found themselves in the midst of a partial building collapse. A fire official in charge of the fire scene at a high-rise apartment building had to respond to a “Mayday! Mayday!” call from a firefighter trapped on the 11th floor.

Was there a way to see how the stress of the situation was affecting their heart rate during that training? Was there a way to build in reminders so those undergoing the training would use breathing techniques to center themselves and regulate their heart rates?

As part of their senior capstone project, four Tagliatela College of Engineering students – James Mok ’24, Sean Vargas-Altamirano ’24, Kyle Muldoon ’24, Matthew Lamour ’24 – set out to develop just that.

Under the guidance of Mehdi Mekni Ph.D. , professor and director of the Computer Science program, the students collaborated with Fred Caserta, founder and CEO of Pleiadian Systems, Inc., a West Haven-based company that creates cutting-edge computer hardware and software training systems for first responders. Caserta was developing a firefighter training program for the Cleveland (Ohio) Fire Department.

‘Reduce stress and be more high performing’

For two semesters, the students built upon the existing virtual reality training platform. They incorporated a heart-monitoring system by HeartMath, a leading heart-monitoring company that uses biofeedback – “breathing techniques to bring about coherence, to align the physical, mental and emotional systems to work in sync.”

Each week, the student team met via Zoom with Caserta and Brendan McNamara, the Cleveland Fire Department’s chief of health and safety, as well as Dr. Jennifer Franklin, the stress consultant/wellness coordinator for Cleveland’s Department of Public Safety. They discussed how best to build up stressors the firefighters would experience through virtual reality. Then they wove in reminders to breathe and meditate.

“So, when firefighters go into the actual environment, their heart breathing will be like second nature, and they can reduce stress and be more high performing on the job,” Mok said.

‘Value, Purpose, and Meaning’

Chief McNamara said this tool – SMART-VR – is vitally important for firefighters and fire department leaders. “The main things that kill firefighters are cancer, heart disease, and suicide,” he said. “In the last three years, four Cleveland firefighters committed suicide.”

He and Dr. Franklin talked with the student team about the mental health issues firefighters can experience, including anxiety and post-traumatic stress. Dealing with stress in the middle of a critical incident “will lead to better health outcomes,” McNamara said.

During the Fire Administrator’s Summit on Fire Prevention and Control in 2023, stress reduction was a major topic, including a discussion about a study from the Journal of Occupational Health Psychology. The researchers found “approximately 20 percent of firefighters and paramedics meet the criteria for post-traumatic stress at some point during their careers, compared to a 6.8 percent lifetime risk for the general population.”

“This is the best type of project because it has value, purpose, and meaning, and it’s an experiential journey for the students to develop skills – interacting with a CEO, learning from the chief and a doctor of psychology,” Dr. Mekni said.

Mok, who graduated in May and was hired as a software engineer by Electric Boat, said it was a continual learning experience, “having stakeholders to adhere to and a product to deliver.” He and his fellow students felt very invested, he said, because of the impact the project could have on so many first responders. “It’s one of the reasons I gravitated to the field of computer science because it can reach across every field,” he said. “I like that I can help in some way.”

Mok said it was powerful to hear McNamara describe the training firefighters undergo and the work they do daily, “rescuing people from burning buildings, doing underwater search and rescue in water. They’re real heroes.”

‘An extremely exciting and rewarding journey’

Central to the students’ challenge was building out the platform so firefighters encountered more stressors in each scenario, while also being reminded to breathe.

“It’s really difficult to train that mindset so we are trying to turn the fire scene into a firefighter’s yoga studio,” McNamara said. “We want them to be in a relaxed state, so they are mentally prepared for anything.”

McNamara said he isn’t certain the students “understand the magnitude of what they accomplished. It’s the first time mindfulness and breathing has been woven into virtual reality training in this way.”

In a letter of thanks to the Tagliatela College of Engineering, Chief McNamara and Dr. Franklin praised the student team for their unwavering commitment. “You spent months listening to our problems, researched multiple solutions, and created something useful,” they wrote.

Added Caserta, “It’s been an extremely exciting and rewarding journey to work with such a creative and bright-minded group of students.”

Several students were hired by Pleiadian Systems Inc., and another capstone group will work next fall on SMART-VR 2.0. “For us, this story is not over,” Dr. Mekni said. “There is so much yet to explore.”

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  • A Ventilation Coach for Opioid Overdose...

A Ventilation Coach for Opioid Overdose Bystanders Takes Top Prize at Inaugural Capstone Design Expo

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Dean's Award winners with Testudo, Dean Samuel Graham, Jr., and Fischell Department of Bioengineering Chair John Fisher

The opioid overdose epidemic—which claimed more than 110,000 lives in the U.S. last year alone—has prompted an urgent need for accessible solutions to save lives outside of hospital settings.

Maryland bioengineering seniors rose to the challenge in the Clark School’s inaugural Capstone Design Expo by developing a device that empowers bystanders and non-EMTs to properly and safely provide overdose victims with rescue breaths.

Their capstone design project, “ Accessible Ventilation Coach for Opioid Overdose Bystanders ,” won the Dean’s Award (and a $1,000 prize) at the May 1 event, held on UMD’s College Park campus at the XFINITY Center. The bioengineering team’s innovative adjunctive device, which uses a printed circuit board, connects to a bag valve mask (BVM) and provides visual guide LEDs for the proper rate and depth of breath compressions, along with feedback LEDs synchronized with the user’s performance. An audio system also provides coaching during use, guiding users in real time to increase or decrease their speed or pressure of compressions. Advisors to the team were Associate Professor Ian White of the Fischell Department of Bioengineering and Robert E. Fischell Institute for Biomedical Devices , and physician scientist, entrepreneur, and Associate Dean for Innovation and Physician Science Development at the University of Maryland School of Medicine, Dr. Jason Rose.

“The number one cause of death from opioids is respiratory failure,” explained team lead and Clark School senior Kelly Yeung, “so the best immediate treatment is to support respirations. But safe use of a BVM requires training: That’s why we developed this device, to empower people to perform life-saving breaths before EMS arrives,” said Yeung, who also works as an additive technician at Terrapin Works . “We’ve imagined that this could be similar to an automated external defibrillator for cardiac arrest—and stationed in similar locations.”

The Capstone Design Expo brought more than 500 senior-level students from across Maryland Engineering’s civil and environmental, aerospace, mechanical, and bioengineering programs to present their capstone projects. Working under the guidance of faculty members and industry experts, students engaged in a year-long engineering project process that culminated in the design competition judged by experts in their respective fields.

“I want to thank our students for designing these innovative engineering solutions to some of the grand challenges we’re facing. We are very proud. These projects point to your quality work and collaboration—and to your desire to make a difference in the world through engineering,” Clark School Dean Samuel Graham, Jr., told the participants at the event.

Capstone Design Expo Photo Gallery

capstone project city university

Civil and environmental engineering senior projects ranged from heat index and power outage emergency frameworks, to analysis of roadway infrastructure, to “cooler” solutions for bus stop design in Washington, D.C. Working under the guidance of Professor Deb Niemeier , the Clark Distinguished Chair in Energy and Sustainability, with senior project manager at Allan Myers Will Sigafoose as client contact, the department’s winning project, “ Alternative Central Avenue Conduit System ,” provides a case study in response to the Central Avenue Design-Build project in Baltimore and serves as a general guide for future conduit redevelopment projects.

“The students are eager to show what they’ve accomplished, not only solving engineering problems but helping to solve ethical and social issues, too,” said Nii O. Attoh-Okine , chair of the Department of Civil and Environmental Engineering. “It’s not all about profit, but it’s about answering the question, ‘how did we touch others with our design’?”

capstone project city university

Bioengineering and biocomputational engineering majors worked to make medicine safer, more effective, and more accessible through projects that aim to improve current standards of care for treating aneurysms, diagnosing Covid-19, improving the tracheostomy process, and more. The winning team’s project, “ A Modified Syringe Design to Simplify the Preparation of Weight-Based Pediatric Medication ,” proposes a cost-effective, user-friendly, syringe-like device that features an adjustment dial to reduce risk of error and improve pediatric patient outcomes.

Project judge Matthew Dowling ’12 is founder and chief scientific officer of biotechnology research company Medcura and a member of the department’s advisory board. Having participated in departmental capstone showcases for several years, he said he always enjoys the interaction with students. “I get to hear how they’re learning about bioengineering and applying what they learn,” he said. “It’s great how they’re partnered with clinicians who introduce them to real, unmet needs—that’s huge.”

capstone project city university

Alison Flatau , chair of the Department of Aerospace Engineering, called the Capstone Design Expo “a fantastic opportunity for students and faculty.” She said she was impressed with how well teams of more than twenty students tasked with mission challenges were able to integrate their pieces of the larger, system-level scope. “It gave me a great sense of pride seeing how well prepared our students are for taking on the big and high-impact challenges that are ahead of them.”

Project judge Megan Bock ’06, M.Eng. ’10 , a missions systems engineer at NASA Goddard Space Flight Center, remembers her own capstone process as a Clark School student. “I know what the capstone experience did for me. I learned a ton, and it was probably the most realistic simulation of life as a NASA engineer,” she said. That’s why she returns to campus: “I view this as part of the cycle of life, and I want to come back and see who I’m going to be working with someday.”

capstone project city university

Harry Dankowicz , chair of the Department of Mechanical Engineering, noted the enormous diversity—and coverages—he saw at Capstone Design Expo. “Even in different engineering disciplines, our students are often tasked with the same kinds of challenges, and they have to bring in tools from outside of what they’re immediately learning,” he said. “There’s both the diversification of the problems and the convergences that really make a difference to solutions.”

As executive vice president and chief operating officer at the Housing Authority of Baltimore City, mechanical engineering alumna and project judge Monica Watkins ’94 is always on the lookout for tomorrow’s engineers. “I have made it my personal mission to be involved,” she said, and she liked what she saw. “What I’m observing is the thought process—the intentionality, the critical thinking, the strategic planning and design. We value those skills. Not just that you’re an engineer, but that you have the mindset to work through problems and recommend solutions that we may not have considered.”

For the Dean’s Award winners, the team is looking ahead to what’s next for their medical device to empower opioid overdose bystanders. “I was super stoked to hear from everyone that they wanted to see this go to market and that they see this as a viable solution,” said Yeung. “Moving forward I want to see where this goes. I think it could be something big.”

To read more about all 98 student teams, visit the Capstone Design Expo site .

Published May 8, 2024

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Music - General Studies Concentration

About this composite major.

The BA/BS in Music: General Studies Concentration is designed to give students a flexible approach to their undergraduate study. In addition to the core classes required of all music majors, students use electives to craft a degree program to suit their interests. Each student will end their music studies with an academic capstone project. Many music graduates work as professional performers, artists, and teachers. The BA/BS in Music is also an effective pre-professional degree, serving as a gateway to graduate studies, law school, or medical school.

Meet a Student

"When I visited the VCSU campus as a high schooler, I knew it was where I wanted to complete my undergraduate degree in music. The campus was cozy, the music faculty was caring, and it just felt right to me. Little did I know, I would end up completing my Master’s degree from VCSU as well for all of those same reasons. VCSU has, and always will be, home for me!"  - Sarah Larson, Piano player

Career Opportunities

There are multiple career paths with a Music degree including:

  • Music producer
  • Ensemble director
  • Recording artist
  • Tour manager

Join an Ensemble

There are many venues for students to share their performance abilities: Concert Choir, Concert Band, Athletic Band, Jazz Ensemble, University Singers, Wind Ensemble, Commercial Music Ensemble, and Opera Ensemble.

Practice and Perform in the Center for the Arts

The brand-new Center for the Arts houses all music classrooms including:

  • a state-of-the-art recording and production studio
  • a 350-seat performance hall
  • a 100-seat recital hall/choral room
  • a band room
  • a piano/computer lab
  • large and small practice rooms

Acoustic treatments have been designed for all performance, rehearsal and practice spaces, and the larger spaces feature adjustable acoustics and audio/video capabilities.

Contact Information

Department chair & faculty contact.

Dr. Kenneth Jimenez,  [email protected] , (701) 845-7381

Department Location

Center for the Arts, (701) 845-7272

Schedule your visit today!

http://visit.vcsu.edu/

(701) 845-7101 or (800) 532-8641

General Education Requirements

Course satisfies the Digital Literacy graduation requirement.

Major Requirements

Students are required to enroll in MUS 200 Music Convocation (0 credits) concurrently with Applied Music.

All credits of Applied Music must be taken on the same instrument. 

MUS 231 Diction for Singers I and  MUS 232 Diction for Singers II  are required for all students whose primary instrument is voice.

Students whose primary instrument is piano may substitute 2 credits of MUS electives for MUS 111 Class Piano I and MUS 112 Class Piano II . 

General Studies Concentration Requirements

Total General Education 39 Hrs Total Major Requirement 41 Hrs Total  Concentration Requirement 12 Hrs Total Credits Needed to Graduate 120 Hrs

For degree and graduation requirements, visit  degree requirements and graduation requirements .

Plan of Study

Please note:  This plan is intended for general information only.  Students are strongly encouraged to meet with their academic advisor each semester before registration.

Music Learning Outcomes

VCSU Music Majors will:

  • Demonstrate competence in basic musicianship skills. (Musicianship)
  • Develop requisite performance skills as a soloist and ensemble member, consistent with the objectives of their degree plan. (Performance)
  • Interpret and analyze music from a variety of cultures and time periods. (Analysis)
  • Demonstrate teaching skills consistent with the objectives of their degree plan. (Pedagogy)

Print Options

Download Program Fact Sheet

The PDF will include all information unique to this page.

Send Page to Printer

Print this page.

Download PDF of the entire Catalog

All pages in Academic Catalog

IMAGES

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COMMENTS

  1. Digital Dissertations and Capstone Projects

    The Graduate Center Library preserves these related digital projects using methods outlined on our Depositing Digital Work guide. Format guidelines for documenting digital projects for deposit were implemented in May 2018. The MA Program in Liberal Studies added a capstone project option in 2015; prior to that, all graduating students deposited ...

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  3. Dissertations, Theses, and Capstone Projects by Program

    In addition, all pre-2014 dissertations and doctoral capstone projects have been digitized and are available to the CUNY community via our Retrospective Dissertations, 1965-2013 database (CUNY Login required). (Pre-2014 master's theses have not yet been digitized and are only available in print.)

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    In 2019, the university revised the traditional capstone project and created C4: Cross-Campus Capstone Classroom. While it still possesses the fundamentals of the traditional capstone project, C4 is a new, year-long initiative that brings students together from various degree programmes to work in interdisciplinary teams with faculty and ...

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  7. What Is a Capstone Project?

    It is a comprehensive and interdisciplinary project that often requires students to apply the knowledge and skills acquired throughout their academic careers to solve real-world problems or issues. Capstone projects come in all shapes and sizes, including research papers, case studies, creative works, internships, and field placement projects.

  8. (PDF) Undertaking Capstone Projects in Education: A ...

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  9. Urban and Regional Planning

    In February 2022, the Department of Urban and Regional Planning engaged in a year-long Strategic Planning process to develop its next five-year plan, for 2022-2027. After gathering multiple sources of input from students, alumni, part-time faculty, employers, and other professionals, the full-time faculty finalized and adopted the plan on March ...

  10. Guide to The Master's in Communication Capstone Project

    Janet Steele, Ph.D., who is the Director of George Washington University's Master of Arts in Global Communication program, explained how this program's capstone experience is designed to be a team effort. "The capstone is a four-credit group project that students complete over the course of a year. The capstone is handled through the ...

  11. Fostering Project-Based Learning through Industry Engagement in ...

    Extensive studies have indicated that real-life project-based learning through industry involvement in capstone design courses provides benefits to students, faculty, and industry practitioners. This paper presents the contributions of industry participants to student experiential and project-based learning in the civil and environmental engineering senior design courses at Florida Gulf Coast ...

  12. Capstones

    The capstone project is the culmination of your Master of Liberal Arts experience. By integrating two or more academic disciplines, your capstone reflects the mission of the MLA program itself: to provide a place for you to create your own graduate curriculum across the arts and sciences. The content and scope of your capstone project can be ...

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  14. Propose a Capstone Project

    The Capstone Project is a culminating project that provides MUP students with the opportunity to apply what they have learned to a specific planning problem or issue. Projects are structured as year-long consulting agreements that pair second-year MUP students with client partners to tackle a planning question. The students work with the client ...

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    Capstone Workshops. A Capstone Workshop is a live consulting project with an external client outside of SIPA. Each workshop partners a team of about 6 graduate students with a faculty advisor. The goal is to provide clients with innovative analysis and practical recommendations, while SIPA students gain experience by working on a real-world ...

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    Capstone Projects. Capstone Projects. Grainger Engineers aren't afraid of hard work. It's how we get results. Our work is resourceful, open to partnerships, and inspires the best in others. We nurture this industrious spirit by providing our M.Eng. students with the opportunity to tackle real-world collaborative Capstone Projects.

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    May 21, 2024. From left, Chloe Groner, Zach Cockrill, Abby Watts and Amoni Madison The Project. Civil engineering students Chloe Groner, Zach Cockrill, Abby Watts and Amoni Madison took on a two-part capstone project to redesign a roadway in St. Louis, Missouri, and analyze the drainage system of that road.

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    Research Projects; Public Engagement; Education; What We Work On. Education Programs. TC-Tunisia Foreign Language Teacher Education Project; Youth-led Advocacy Initiative for Global Citizenship, Responsibility, and Cooperation; Entrepreneurship and Business. Evaluating an Export Promotion Scheme in Tunisia; Humanities, Arts, and Social Sciences

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    SCU Engineering Senior Design 2023. Watch on. A requirement for graduation, student teams take on year-long capstone projects, putting their problem-solving skills to the test and collaborating to take an idea from concept to design to prototype. On the second Thursday in May, teams present their work to an audience of industry experts, faculty ...

  22. Care and Community Toward Climate Disaster Resilience

    This project evaluated Marshall County Public Library's response to the December 2021 tornado in Western Kentucky. ... Capstone Students work with organizations to solve ... Inspired by the annual MisinfoDay co-organized through a statewide partnership between the University of Washington's Center for an Informed Public and Washington State ...

  23. Engineering Capstone Project Yields Useful Tool

    What started as a capstone project handed to a group of students in Texas Tech University's Edward E. Whitacre Jr. College of Engineering has yielded a useful tool for future research.. Given the opportunity to select a project, the undergraduate students in the Department of Mechanical Engineering leaned into helping current and future graduate students by creating a tool that could be used ...

  24. Featured Capstone Project: Beyond Grantmaking to Policy Advocacy and

    Matthew L. Evans is the Senior Director of Public Policy at the United Philanthropy Forum. As part of his participation in 2023 Executive Certificate in Philanthropic Leadership Program, Matthew developed the following capstone project. Matthew advocates for a transformative approach to impact change by the philanthropic sector, emphasizing the necessity for funders and the broader […]

  25. Students Develop Virtual Reality Heart Monitoring Program to Help

    Left to right: Kyle Muldoon '24, Sean Vargas-Altamirano '24, Matthew Lamour '24, and James Mok '24 present their senior capstone project at the University. Wearing virtual reality headsets, firefighters and fire department leaders were placed in dangerous, stress-inducing situations they would face on the job.

  26. Ten interior design projects by students at Maryville University

    Student: Amanda Klos. Course: ADID 450 Interior Design Capstone. Tutors: Kirsten Kohm and Lindsey Buening. Email: aklos1 [at]live.maryville.edu. Niedringhaus Community Hub by Trinity Martin. "The ...

  27. CUPD Legacy Project: Laying a Foundation

    CUPD Legacy Project: Laying a Foundation. As the University of Colorado Boulder Police Department (CUPD) prepared to recognize its seventy-five years of service, the CUPD Legacy Project was organized to facilitate the creation of a formalized collection of memorabilia and the processes necessary to maintain the collection. Additionally, to both ...

  28. A Ventilation Coach for Opioid Overdose Bystanders Takes Top Prize at

    Their capstone design project, "Accessible Ventilation Coach for Opioid Overdose Bystanders," won the Dean's Award (and a $1,000 prize) at the May 1 event, held on UMD's College Park campus at the XFINITY Center. The bioengineering team's innovative adjunctive device, which uses a printed circuit board, connects to a bag valve mask ...

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