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CAN YOU PROVIDE MORE INFORMATION ABOUT THE DOCTORAL CAPSTONE REQUIREMENT AT WALDEN UNIVERSITY

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The capstone project is the culminating academic experience for Walden University’s doctoral students. It represents the application of their knowledge and skills developed throughout their degree program. There are a few different capstone options that Walden students can choose from depending on their specific doctoral program.

For most programs, the default capstone is the doctoral dissertation. The dissertation process at Walden is structured to help students complete an original research study that contributes new knowledge and understanding to their field of study. Students work closely with a dissertation chair and committee to define their topic, conduct a thorough literature review, obtain necessary approvals, collect and analyze data, and write, edit, and finalize their dissertation. The dissertation demonstrates a student’s ability to design and implement an independent, scholarly research study according to approved standards.

Some doctoral programs, such as the Doctor of Nursing Practice and Doctor of Social Work programs, have a professional capstone project instead of a dissertation. In these programs, the capstone focuses on solving a practical problem or creating a program, product, or system in the student’s area of specialization. Capstones in practice-focused programs typically involve a needs assessment, proposal for a new program or intervention, implementation and evaluation plan, or similar applied research project.

Regardless of format, all Walden capstones must meet rigorous research and writing standards. They involve applying appropriate research methodology, designing effective evaluation plans, adhering to ethical standards, obtaining necessary approvals, contributing original analysis and insights, and effectively communicating the study, project details, processes, findings, and conclusions in a scholarly written report. The quality and rigor of the capstone demonstrates that students have mastered advanced research skills and can independently conduct significant work that expands the body of knowledge in their discipline.

Students work closely with a dedicated capstone chair or committee throughout the entire capstone process. This includes the initial capstone proposal phase where they develop their problem statement, purpose statement, central research question or project goal, conceptual framework, and detailed methodology. Committees provide guidance on these foundational components to help set students up for success.

After the proposal is approved, students then enter the implementation phase where they carry out the approved research plan or project activities. Throughout data collection, analysis, and initial drafting of the final report, regular meetings with the chair/committee ensure appropriate progress is being made. Chairs are also available on an ongoing basis for guidance, feedback on drafts, and support.

The final capstone document follows specific formatting guidelines in adherence with standard dissertation or final project report standards. In the dissertation, this includes adhering to established sections such as introduction, literature review, methodology, findings, conclusions, etc. For other capstones, there may be similar or modified required sections. The final written product represents the original work in its entirety for review by the committee.

When complete, the capstone culminates in an oral defense/presentation. In a dissertation defense, students orally present on and answer questions about all aspects of their study from the committee. Other capstones may involve a final presentation and questions or a culminating project evaluation meeting.

Upon successful completion of all required components and oral defense or evaluation, students have completed their capstone requirement and are cleared to graduate from their doctoral program once any final formatting requirements or revisions are also complete. The capstone demonstrates their mastery of research skills and content knowledge in their field, preparing them for professional research, scholarship, practice, and career advancement at the doctoral level.

The doctoral capstone at Walden University is a rigorous culminating project designed to allow students to integrate their learning through independent applied research or a major project. It demonstrates research and writing skills as well as content mastery in the program of study. Completion of the capstone is the final requirement prior to graduating with a research-focused doctoral degree.

HOW ARE CAPSTONE PROJECTS EVALUATED AT TEXAS A M UNIVERSITY

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Capstone projects at Texas A&M University provide students the opportunity to integrate and apply what they have learned throughout their academic program by completing a substantial project. Capstone projects are meant to demonstrate a student’s mastery of their field of study before graduation. At Texas A&M, capstones are evaluated through a rigorous process to ensure projects meet high standards.

Each academic department or program that requires a capstone establishes an evaluation methodology tailored to their specific field but incorporating common elements. Generally, projects are assessed based on a rubric or grading scheme that examines several key dimensions of the work. Common areas that are evaluated include:

Scope: Evaluators assess whether the project is appropriately substantial and ambitious given the student’s level of training. Capstones should push the boundaries of a student’s knowledge and challenge them to work at the next level. The scope is examined to ensure the project is neither too narrow and inconsequential or too broad to realistically complete.

Design/Methodology: The proposal, approach, research design, methodology or process used to conduct the project work is thoroughly reviewed. Evaluators examine whether the design is well thought out, appropriate to achieve the stated goals or answer the research question, utilizes best practices in the field, and was properly followed and documented. Any limitations or weaknesses in the methodology are identified.

Critical Analysis: For research projects, evaluators assess the depth and rigor of analysis. They examine whether conclusions were logically drawn from the evidence, alternative perspectives were considered, and limitations were acknowledged. For other types of projects, evaluators assess the quality of critical thinking demonstrated and insights that went into designing, developing or improving the deliverable.

Solution/Outcomes: The final outcome, product, findings or solution developed through the project work is carefully evaluated. Assessors examine its originality, creativity, practical utility, value added given the scope, as well as technical merit. For research, they determine if conclusions were supported and questions answered. Other measurable outcomes are also assessed against the stated goals.

Communication: Both written documentation (reports, papers, etc.) and oral presentation of the project work are evaluated. Assessors examine clarity, organization, quality of writing/speaking, effectiveness of visual aids, and ability to convey technical information to a range of audiences, including specialists and laypeople.

Professional Development: Evaluators assess the extent to which the student demonstrated independent work, project management skills, application of their disciplinary knowledge, and growth over the course of their academic career through capstone work. Maturation of skills such as critical thinking, communication, collaboration, and leadership are examined.

The department may elect to incorporate rubric criteria targeted towards program student learning outcomes, such as multimedia/design skills, teamwork abilities, or ethics/social responsibility. Industry professionals are often recruited to serve as external evaluators and provide valuable workplace perspective.

At Texas A&M, each capstone project is assessed by a committee composed of at minimum the student’s primary faculty advisor as well as one additional faculty member from within the department and in some cases external reviewers. Committee members thoroughly review all documentation and observe presentations to holistically score projects according to the grading rubric. Scores are discussed and a consensus final evaluation is determined.

Students must achieve a passing grade on their capstone, typically a B or higher, to fulfill degree requirements. Those that fall short of expectations are provided detailed feedback and may be asked to improve substandard elements or in rare cases repeat the project. Successful capstones are archived in department and university libraries as examples of exemplary work. The rigorous evaluation process helps ensure Texas A&M capstones cultivate graduates that are workplace and research ready.

Capstone projects at Texas A&M University are evaluated through a comprehensive, multi-dimensional rubric approach by expert faculty committees to grade scope, design, analysis, outcomes, communication skills and professional development. This thorough assessment model validates capstones as a true culminating experience demonstrating each student’s mastery of their chosen field before graduation.

HOW ARE CAPSTONE PROJECTS EVALUATED AT FPT UNIVERSITY?

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FPT University places strong emphasis on capstone projects as the culminating experience for their undergraduate programs. Capstone projects allow students to integrate and apply the knowledge and skills they have gained throughout their course of study by undertaking a substantial project related to their field.

The main objective of capstone project evaluation at FPT University is to assess student learning across multiple domains and determine if students have met the program’s overall learning outcomes before graduating. The evaluation process is rigorous and thorough to ensure capstone projects reflect the quality expected of FPT University graduates.

Each undergraduate program at FPT University has defined evaluation criteria tailored to their specific field of study but all use a common rubric and evaluation process. Capstone projects are assessed based on criteria such as:

Application of technical/theoretical knowledge: Students must demonstrate they can apply concepts, theories and techniques learned in their major courses to address an authentic problem or question. Evaluation examines the appropriateness and depth of the technical/theoretical knowledge applied.

Research and methodology: Projects are assessed on the quality and appropriateness of the research methodology used including any surveys, experiments, data collection and analysis conducted. Evaluation considers how well the methodology allowed the student to achieve the research/project objective.

Critical thinking and problem solving: Critical thinking demonstrated throughout the project and the creative solutions generated to address the problem/question are important focus areas. Evaluation gauges the student’s ability to analyze, synthesize and evaluate multiple perspectives related to the topic.

Communication skills: Both written and oral communication components are assessed for clarity, organization, professionalism and ability to effectively convey the project’s purpose, process and outcomes to different audiences. Evaluation examines the communication skills exhibited.

Project management: Planning, execution, timeframe adherence and handling of scope are all considered. Evaluation rates the student’s project management abilities as reflected in their documentation of the project process and outcomes.

Ethical conduct: Ensuring academic integrity and consideration of ethical issues related to the project topic/methodology where applicable. Any violations of research/project ethics standards are reviewed and factored into scoring.

Two evaluators are assigned for each capstone project – usually one faculty member from the student’s major department and one from another department. Extensive training is provided to help ensure consistency and reliability across evaluations. Each criterion on the rubric is scored on a scale and detailed feedback is provided identifying project strengths and areas for improvement.

Students present their final capstone projects to the evaluation committee which contains their assigned evaluators and other faculty members. This presentation session is a key part of the evaluation process, allowing students to highlight their work and respond to committee questions/feedback in real-time. The presentation further demonstrates a student’s communication skills.

Upon project submission and the presentation session, evaluators independently score each rubric criterion then meet to calibrate scores and come to consensus. An overall project score is calculated based on scores across criteria weighing different components appropriately based on their importance for each major.

Capstone project evaluations take 2-4 weeks to complete. Once finalized, students receive a detailed report outlining their scores and feedback. Projects deemed passing meet or exceed minimum criteria scores. Students failing must re-do/improve portions of work before passing.

Passing the capstone project is a graduation requirement, ensuring FPT University confers degrees only on students demonstrating satisfactory achievement of program-long learning outcomes through a substantial culminating experience. This rigorous evaluation process is integral for maintaining standards at FPT University.

Capstone projects at FPT University undergo a comprehensive evaluation examining technical knowledge application, critical thinking, communication skills, research quality, project management ability, and ethical conduct – all key to assessing integrated student learning. The multiple evaluator model and extensive feedback aims to provide robust appraisal of student work serving as a bridge to career success.

CAN YOU PROVIDE EXAMPLES OF SUCCESSFUL CAPSTONE PROJECTS AT CONCORDIA UNIVERSITY

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Concordia has a strong focus on interdisciplinary capstone projects that bring together students from different programs to collaborate on projects with real impacts. One recent example was a project that developed an open-source software toolkit to help non-profit organizations manage refugee settlement more effectively. The project team included students from Computer Science, Political Science and Community Service programs. They worked with a local refugee support organization to understand challenges in coordinating housing, language training, employment placements and more for new refugee families. The students then designed and built a web-based platform that allows caseworkers to easily access client profiles, schedule appointments and track progress. It also has reporting features to help non-profits better understand resource needs and effectiveness of programs.

Since its launch a year ago, the software has been adopted by five refugee support agencies in Montreal to help more than 2500 refugee families. It has allowed agencies to reduce administrative time and improve services with more coordinated care. The project received recognition from the United Nations High Commissioner for Refugees for its potential to help displaced communities around the world. For the student team, it was rewarding to see how their technical skills and policy understanding could directly impact an important social issue.

Another notable interdisciplinary capstone brought together mechanical engineering and industrial design students. They worked with a local charity that provides rehabilitation tools and equipment to help disabled Canadians live more independent lives. One area that lacked innovation was adaptive devices for cooking and food prep. Through user research and prototyping, the students developed an open-source design for an adaptive cutting board with adjustable angles, non-slip material and easily removable components for cleaning. It allows people with limited mobility and dexterity to safely and independently prepare basic meals.

The charity was able to produce the boards at low cost and distribute them nationwide. User feedback has been very positive about regained independence and improved quality of life. The project exposed students to real user needs, multidisciplinary teamwork, design prototyping, testing, and working with a community partner to address an assistive technology problem. Following the project’s success, several students have since taken jobs in fields related to medical device innovation and accessibility design.

Yet another example of impactful capstone work involved environmental science and management students partnering with the local port authority. Through risk modeling and scenario planning, they sought to help the port strengthen resilience against effects of climate change like rising sea levels and more frequent extreme weather. Using forecasting tools and infrastructure assessment, the students identified specific docks, roads and other assets most vulnerable over the next 20-50 years. Their report recommended a combo of protection strategies like natural barriers and structural reinforcements.

The port has since used the capstone research to inform long-term investment planning and capital projects that will better safeguard operations, jobs and the regional economy in a changing climate. Students were exposed to real-world challenges of climate adaptation and developing actionable solutions within budget and regulatory constraints. Several went on to environmental consulting roles applying their skills to assessing climate vulnerability for other industries and communities.

These are just a few illustrations of the many impactful projects emerging annually from Concordia’s capstone programs. By bringing together diverse skills and connecting students to external partners, the capstones allow for innovative problem-solving on issues that matter within the local community and broader society. Students gain practical, interdisciplinary experience while also making tangible contributions that create real benefits and positive change. The model exemplifies Concordia’s emphasis on applied, experiential learning that readies graduates to not just enter the workforce but launch careers as engaged, solution-oriented professionals from day one.

SCHOLARSHIP ESSAY COMPUTER SCIENCE FOR UNIVERSITY

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I’ve always had a profound fascination with how computers work and an innate curiosity to understand the logical systems that power the technology all around us. From a very young age, I enjoyed taking apart old electronics to see their inner workings, then trying to put them back together. While other kids my age were outside playing sports or games, I spent hours on the family computer learning how to write basic programs and experimenting with coding. This innate curiosity and passion for problem solving eventually led me to choose computer science as my field of study.

Growing up, my family didn’t have a lot of money for extracurricular activities or advanced technology in the home. My school had an excellent computer lab with donated equipment. I spent every spare minute I could in that lab, learning everything I could about hardware, software, programming languages, and more. I soaked up knowledge from whatever books and tutorials I could find. The librarian quickly learned my interests and would alert me to any new books or magazines on computing topics. Those early hands-on experiences in that computer lab solidified my passion and sparked the drive to learn more. They showed me how empowering technology can be when it unlocks new abilities and knowledge. That’s when I realized I wanted to study computer science and pursue a career where I could continue learning and solving complex problems through technology.

In high school, I started taking every computer science and programming course that was offered. I also joined several after-school coding clubs. Outside of school, I spent endless hours learning new languages like Java, C++, Python, and more through online tutorials and MOOCs. I participated in several hackathons and programming competitions. This allowed me to apply what I had learned, get feedback on my work from industry mentors, and meet other talented programmers. Through these experiences, my coding abilities advanced rapidly as I learned best practices for everything from debugging to version control. I also gained valuable soft skills like teamwork, time management, and problem solving under pressure. These extracurricular activities demonstrated my strong work ethic and passion that went above and beyond normal coursework.

To further explore my interests, I enrolled in Running Start to take college-level computer science courses at the local community college during my junior and senior years of high school. This allowed me to get a head start on university studies while still in high school. I excelled in advanced programming, data structures, algorithms, operating systems and more. My professors recognized my drive to learn and natural aptitude. One professor became my research mentor, and I assisted him with a software project. This experience was invaluable, as it provided real-world job shadowing and a strong recommendation letter. I also volunteered tutoring beginning programming students on campus. Helping others learn strengthened my own knowledge while developing my teaching and leadership abilities. All of these experiences cemented that computer science was the right major and career path for me.

Since graduating high school, I’ve continued learning through additional MOOCs and self-study while working part-time jobs. This further strengthened my programming skills and diversified my technical skillset. I taught myself new languages like Swift, R and C#, gaining exposure to mobile, data science and systems applications. I also regularly network within my local tech community by attending meetups and conferences. Through connections made in these activities, I completed an internship at a tech startup last summer. I was able to apply classroom knowledge directly to solving real business problems the company faced. I assisted with automation of workflows, built prototypes using agile methodologies and gained appreciation for UX/UI considerations. This hands-on experience reinforced that I want to work in the industry upon graduating from university.

I believe my technical abilities, passion for learning and leadership skills would enable me to succeed in your computer science program. The scholarship would allow me to focus fully on my studies and campus activities without financial burden. Having taken college-level coursework already, I am confident that I can excel at your institution. I would take full advantage of the facilities and faculty to further advance my skills. Then I can leverage my degree to build a satisfying career developing innovative technologies of the future. Thank you for your consideration and for helping driven students follow their dreams through generously awarded scholarships. Please let me know if there is any other information I can provide to strengthen my application for this award. I look forward to the opportunity to join your outstanding computer science program.