Capstone Handbook OTL599 CSU-GC
Capstone Overview Purpose of a Culminating Experience: Capstone The Capstone course provides a culminating experience for students completing the Master of Science program in Teaching and Learning. Students enter the Capstone course with a solid foundation of theory, concepts, constructs, models, processes, and systems studied throughout the Master’s program. Additionally, students have sharpened their analytic and critical thinking skills through discussions, activities, and assignments in prior Master’s program courses. The Capstone experience provides an opportunity to apply accumulated knowledge and skills in an academic research environment.
Master of Science Program Outcomes The Capstone course is the final course to complete a Master of Science program in Teaching and Learning. Students from each program are reminded of respective program outcomes that served as a roadmap for students and faculty traversing the academic trail together.
Master of Science in Teaching and Learning 1. Prepare strategies for developing, administering, evaluating, and managing
educational programs. 2. Examine various learning theories and apply teaching and assessment strategies to
learning environments. 3. Acquire advanced instructional and design principles for learning. 4. Explore contemporary and emergent technologies relevant to learning
environments. 5. Synthesize skills for effective program planning and development within an
educational setting by completing a capstone project.
OTL599 Capstone Capstone course outcomes are directly linked to intended program outcomes. Students will complete OTL599 knowing that the program roadmap has been followed from beginning to end of the Master of Science program. 1. Apply a working knowledge of course concepts from the program of study to a research process. 2. Assemble a theoretical framework relevant to a real-world research problem. 3. Analyze and present credible research data. 4. Evaluate research writing in a collaborative environment. 5. Complete a Capstone research project demonstrating research, analysis, interpretation, and scholarly writing skills.
OTL599 Capstone Course Overview A practical, organizationally focused research process serves as the structure for the Capstone course. Students identify real-world problems encountered by educational stakeholders. Using high-quality
research standards and techniques to investigate the existent problem, students gather, analyze, and interpret data. The outcome is a Capstone Research Project. Students completing the practical research process will:
Learn to conduct practical research requires understanding and applying high-quality research standards
Acquire the knowledge and skills to replicate the practical research process in their work and community activities.
Colorado State University-Global Resources Finding scholarly, peer-reviewed information is essential to writing a high-quality paper. To find reliable information, students should utilize the CSU-Global Virtual Library and Librarian. The Librarian can help students find scholarly material on their topics from various sources. The Virtual Library offers many valuable resources for students working on their Capstone projects. The following resources are available in the Virtual Library:
Capstone project examples
Capstone project APA checklist
Graduate CSU-Global APA Style Requirements
Capstone project tutorial/handout
Capstone project sample paper
Capstone project template paper
Links that provide examples of APA in-text and reference citations
Avoiding Plagiarism tutorial
Tutoring center – Students can submit their papers to be critiqued by a live tutor (this link is located on the left navigation bar within each course)
Tools for effective writing
Tools for time management Academic Integrity Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, plagiarism, unauthorized possession of academic materials, and falsification. The Student Handbook provides detailed information about academic penalties and disciplinary actions for academic dishonesty. Students can avoid plagiarism by understanding what it is, and by understanding how to use library and Internet resources appropriately and with proper citation. Capstone Research
Research Team Role and Responsibilities Student Researcher Students undertaking the Capstone research process take responsibility for their learning and success in ORG581. Students and research committee members serve as a research team, working to provide knowledge, tools, processes, and suggestions throughout the practical research process. Students are expected to
own their projects
make all final decisions related to identifying a problem, research questions, research design, analysis, and interpretation
consider input from other members of the research team and from other credible resources
maintain an open, communicative environment
remain ethical throughout the research process.
Research Committee Research committees play a key role in research management in the academic community. Committee members serve as the primary link between the university mission, research policies, research training activities, and various academic committees. Transparency and accountability are no less important in the university setting than in the corporate setting. Committee members are current CSU-GC faculty members who are selected based on qualifications of holding a terminal degree, completing a dissertation from a regionally accredited university, and having a demonstrated record of research, and/or doctoral level teaching, and/or practical experience in the specified field. Committee members are chartered to
provide Capstone students with direction, guidance, and support
maintain standards of research quality
present feedback in a timely and effective manner
maintain an open, communicative environment
remain ethical throughout the research process. Overview According to Plano Clarke and Creswell (2010) researchers around the world, follow the same general process phases to conduct research:
Identify a problem and pose a question to answer.
Determine where to find data related to the problem and collect data.
Review the data and present an answer to the question. Educational research is conducted in OTL599 and uses the general research process discussed above. Educational research focuses on problems associated with a learning environment, educational programs, student achievement, and all other issues that impact our educational system. According to Leedy and Ormrod (2010), the research process is cyclical.
1. Research begins with a problem: an unanswered question in the mind of the researcher.
2. Research defines the goal in terms of a clear statement of the problem. 3. Research subdivides the problem into appropriate subproblems. 4. Research posits tentative solutions to the problem(s) through reasonable
hypotheses.
5. Research looks for data directed by the hypotheses and guided by the problem. The data are collected and organized.
6. Research interprets the meaning of the data, which leads to a resolution of the problem.
References: Leedy, P. & Ormrod, J. (2010). Practical Research: planning and design. Upper Saddle River, NJ: Pearson Plano Clark, V., & Creswell, J. (2010). Understanding research: A consumer's guide. Upper Saddle River,
NJ: Pearson.
Capstone Tools A number of Capstone tools have been developed to serve as helpful guides throughout the research process. Students will find links to these tools in Modules. Copies of the tools may be found in the Appendix of this Handbook.
Capstone Research Overview Table Capstone Problem Statement Worksheet Formulating the Research Question Worksheet Literature Review Decision Worksheet Capstone Research Design Worksheet Capstone Research Report Self-Assessment Capstone Research Report Template (see separate file found in Course Information)
Capstone Research Schedule
Module and Assignment Overview Week Module Critical Thinking
Assignments Portfolio
Assignments Discussion Board Total
Weekly Points
1 Module 1: Research, Organizations, Ethics, and Decision Making
Intro 10 points Ethics in research and decision making 25 points
35
2 Module 2: Clarifying the Research Process and Problem
Rewrite ORG575 Chapters 1 & 2 40 points
Theory 25 points
65
3 Module 3: Research Design
Complete Chapter 3. Submit
Evaluation and feedback
65
Chapters 1, 2, 3. 40 points
25 points
4 Module 4: Quantitative and Qualitative Presentation and Analysis
Chapter 4 plan 40 points
Evaluation and feedback 25 points
65
5 Module 5: Data Presentation
Graphic presentation for Chapter 4 40 points
Evaluation and feedback 25 points
65
6 Module 6: Research Findings and Interpretation
Chapters 4 & 5 40 points
Evaluation and feedback 25 points
65
7 Module 7: Research Presentation
Capstone Research Report due for committee review 0 Points
Evaluation and feedback 25 points
25
8 Module 8: The Culminating Experience and Beyond
Submit final Capstone Research Report 600 points
Critical Thinking reflections 25 points
615
Total 200 600 200 1000
Calendar Weeks/Days Mon Tues Wed Thurs Fri Sat Sun
1 Research, Organizations, Ethics, and Decision Making
Class begins
Original Discussion Post Preferred*
Original Discussion Post due**
Discussion Interaction completed***
2 Clarifying the Research Process and Problem
* ** *** Critical Thinking Assignment Due: Rewrite Chapters 1 & 2
3 Research Design
* ** *** Critical Thinking Assignment Due: Complete Chapter 3. Submit Chapters 1, 2, 3.
4 Quantitative and Qualitative Presentation and Analysis
* ** *** Critical Thinking Assignment Due: Chapter 4 plan
5 Data Presentation
* ** *** Critical Thinking Assignment Due: Graphic presentation for Chapter 4
6 Research Findings and Interpretation
* ** *** Critical Thinking Assignment Due: Chapters 4 & 5
7 Research Presentation
* ** *** Portfolio Preliminary Deliverable Due: Capstone Research Report final draft for committee review
8 The Culminating Experience and Beyond
* ** *** Portfolio Assignment Due: Submit final Capstone Research Report
Weeks 7 and 8 Calendar details Weeks 7 and 8 Capstone Research Process Steps Required Actions
Week 7
Finalize Capstone Research Report including
Final version of Chapters 1-5
Executive summary
Plagiarism check
Editing
Proofreading
Submit final draft version to Module 7 assignment box by midnight MT of the last day of Week 7. Research committee will review and offer any suggested upgrades or required changes.
Week 8
Using feedback from the research committee, make final changes or upgrades to the Capstone Research Report.
Submit final Capstone Research Report to the Module assignment box by midnight MT of the last day of Week 8. Regardless of whether upgrades are required, the final version must be submitted in Week 8. Research committee will award final points
Committee proposal
feedback: accepted, accepted
with changes, or not accepted
Committee proposal
feedback: final, final with
required changes
according to the Capstone Portfolio rubric.
Capstone Research Report Requirements and Grading Requirements and Expectations Following are required elements of the Capstone Research Report:
APA format and writing style standards o CSU-GC Capstone APA standards o Absence of bias o Clear and concise writing o Errorless spelling, grammar, and sentence structure o Errorless APA formatting o Credible sources o Accurate citations and references o Length of 15-25 pages not including title page, executive summary, TOC, references, or
appendixes o Double spaced
Executive summary – topline form. Maximum two pages.
Table of Contents – Capstone Research Template
Chapters with proper labels and headings – see detailed table below o Chapter 1: Introduction o Chapter 2: Literature Review o Chapter 3: Methodology o Chapter 4: Findings o Chapter 5: Interpretation and Conclusion
One graphical data display - Chapter 4
Financial analysis - Chapter 4 or Chapter 5 o Required for Master of Science in Management o Optional for Master of Science in Organizational Leadership
References
Appendixes
Portfolio Project Grading Rubric
Criteria Meets Expectation Approaches Expectation
Below Expectation Limited Evidence
Overall Content (30 Points)
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Requirements The Capstone research report includes all of the required components, as specified in the assignment.
The Capstone research report includes most of the required components, as specified in the assignment.
The Capstone research report includes some of the required components, as specified in the assignment.
The Capstone research report includes few of the required components, as specified in the assignment.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Content Demonstrates strong knowledge of the materials; correctly represents knowledge from readings and sources; all content is supported.
Some but not major errors or omissions in demonstration of knowledge.
Major errors or omissions in demonstration of knowledge.
Fails to demonstrate knowledge of the materials.
Research Process Components (100 Points)
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Executive Summary
Summarizes all major aspects of the research process and demonstrates strong knowledge of the content.
Some significant but not major errors or omissions in executive summary.
Major errors or omissions in executive summary.
Fails to effectively construct executive summary.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Management and Research Questions
Questions demonstrate a clear, concise and accurate understanding of the business problem to be investigated.
Some significant but not major errors or omissions in management and research questions.
Major errors or omissions in management and research questions.
Fails to construct effective management and research questions.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Problem Statement
Demonstrates a strong knowledge of the components of a problem statement; clear and concise writing with no unsupported content.
Some significant but not major errors or omissions in understanding or construction of a problem statement.
Major errors or omissions in understanding or construction of a problem statement.
Fails to demonstrate understanding or ability to construct a problem statement.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Theoretical Framework:
Demonstrates strong critical
Some significant but not major
Major errors or omissions in critical
Fails to demonstrate
Application thinking in applying theoretical framework to research design, analysis, interpretation and recommendations.
errors or omissions in critical thinking.
thinking. critical thinking in applying theoretical framework to research design, analysis, interpretation, and recommendations.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Literature Review Demonstrates strong knowledge of the materials; correctly represents and presents knowledge from readings and sources.
Some significant but not major errors or omissions in demonstration of knowledge.
Major errors or omissions in demonstration of knowledge.
Fails to demonstrate knowledge of materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Research Approach Design Strategies
Demonstrates strong critical thinking in research approach design strategies, application, and presentation.
Some significant but not major errors or omissions in critical thinking.
Major errors or omissions in critical thinking.
Fails to demonstrate critical thinking in research approach design strategies, application, or presentation.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Findings Demonstrates strong critical thinking in assessing and presenting the Capstone research
Some significant but not major errors or omissions in critical thinking or support of content.
Major errors or omissions in critical thinking or support of content.
Fails to demonstrate critical thinking in assessing and presenting the Capstone research
report findings; all content is supported.
report findings; content is not supported.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Interpretation and Conclusion
Demonstrates strong synthesis of course knowledge and evaluation of research findings.
Some significant but not major errors or omissions in synthesis or evaluation.
Major errors or omissions in synthesis or evaluation.
Fails to demonstrate synthesis of course knowledge or evaluation of research findings.
Common Core (20 Points)
5 Points 4 Points 3 Points 2 Points
Critical Thinking Applies critical thinking and reasoning skills for effective analysis.
Small number of significant but not major flaws or omissions in application of critical thinking skills.
Includes major flaws or omissions, or numerous minor flaws, in application of critical thinking skills.
Critical thinking and reasoning skills are absent or ineffective.
5 Points 4 Points 3 Points 2 Points
Ethics Prescribes actions to effectively address a variety of ethical situations that support social responsibility.
Small number of significant but not major flaws or omissions in prescribing actions to address ethical situations.
Includes major flaws or omissions, or numerous minor flaws, in prescribing actions to address ethical situations.
Prescription of actions to address ethical situations is absent or ineffective.
5 Points 4 Points 3 Points 2 Points
Leadership Demonstrates effective leadership and teamwork skills.
Small number of significant but not major flaws or omissions in demonstration of leadership and teamwork skills.
Includes major flaws or omissions, or numerous minor flaws, in demonstration of leadership and teamwork skills.
Demonstration of leadership and teamwork skills is absent or ineffective.
5 Points 4 Points 3 Points 2 Points
Technology Selects current technology applications and
No more than small number of minor flaws or omissions
Includes major flaws or omissions, or numerous minor
Selection of current technology applications is
applies to specific problems and challenges in the work place and professional skills.
in selection of current technology applications.
flaws, in selection of current technology applications.
absent or ineffective.
Mechanics and Writing (50 Points)
17-20 Points 13-16 Points 9-12 Points 5-8 Points
Academic Writing Style
Writing is clear, concise, and understandable; strong sentence and paragraph structure; no unsupported comments or bias is noted.
Small number of significant but not major errors in academic writing style.
Major errors in academic writing style
Poor quality; does not conform to academic writing style guidelines; does not meet program expectations.
17-20 Points 13-16 Points 9-12 Points 5-8 Points
APA Format Includes all items listed on APA rubric and includes fewer than two APA style guide mistakes within the paper itself.
Omits up to two items listed on APA rubric and includes fewer than four APA style guide mistakes within the paper itself.
Omits up to four items listed on APA rubric and includes fewer than six APA style guide mistakes within the paper itself.
Omits five or more items listed on APA rubric and includes seven or more APA style guide mistakes within the paper itself.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Grammar, Spelling, and Word Choice
Few or no errors in grammar and spelling; precision in words to convey meaning.
Small number of significant but not major errors in grammar, spelling, or word precision.
Major errors in grammar, spelling, or word precision; does not meet program expectations.
Poor quality; unacceptable in terms of grammar and/or spelling; Inappropriate writing style that interferes with clarity.
Total points possible = 200
Total points possible with three committee member reviews = 600
APPENDIX
I. Capstone Research Overview Table
General Research and Detailed Education Research Process
Capstone Scope Capstone Tools
General Research Process Phase 1: Identify a problem and pose a question to answer
Educational research concepts and designs are in scope for the OTL599 Capstone research processes within the limitations established below.
Stage 1: State an educational dilemma and clarify the research question
Problem exploration should move from descriptions of symptoms of an educational problem to well articulated, specific education-oriented questions An education question and research question are required in the OTL599 Capstone research report. Research questions help to sustain focus throughout the research process.
Formulating the Research Question Worksheet
Stage 2: Propose research with attention to resource availability (budget and time), education importance, and clear documentation of the problem, intent, design, and method of presentation
The Capstone research proposal encompasses Chapters 1, 2, and 3 and is presented in the Capstone Research Report template form.
Chapter 1: Introduction Introduction and Background Problem Statement Purpose and Research Questions Theoretical Framework Audience Summary
Chapter 2: Literature Review Introduction Definition of Terms Research Problem and Questions Information Theoretical Framework Information Summary
Capstone Research Report Template Capstone Problem Statement Worksheet Formulating the Research Question Worksheet Literature Review Decision Worksheet
General Research Process Phase 2:
Determine where to find data related to the problem and collect data
Stage 3: Design the research project specific to the problem to outline methods of data collection, analytical techniques, timelines, research training needs, and many other variables
A quantitative, or confirmatory, overall research approach is not used in Capstone research studies. Research designs may include quantitative, qualitative, or mixed methods in the collection and analysis of research data. Data collection in Capstone research is limited to quantitative and qualitative published data, published research studies, nonbehavioral observation, and voluntary, informal consultation with a qualified resource. Data collection does not include primary data retrieved through such methods as sampling, formal interviewing, focus groups, and group interviews. Data to be analyzed in the Capstone research process come from existing research and/or published data.
Chapter 3: Methodology Introduction Research Design Strategies --Research Approach --Research Design Type --Theoretical Framework Relevance --Data Collection --Data Analysis Research Limitations Summary
Capstone Research Design Worksheet
Stage 4: Collect and prepare either or both secondary data or primary data
Only secondary data are used in the Capstone research study.
General Research Process Phase 3: Review the data and present an answer to the question
Stage 5: Analyze and interpret data in a form that an administrator will be able to use
Capstone research analysis may include such methods as preliminary exploratory analysis, comparative analysis, cluster analysis, and meta-analysis for example. Statistical analysis from primary data is not used in the Capstone research process. A data display such pie chart, pictograph, simple column, mirror image bars, boxplot, scatterplot, pareto diagram, table, or mapping is required in the Capstone research report.
Chapter 4: Findings Introduction Findings Summary
Chapter 5: Conclusions Research Problem Summary and Conclusions Relationship of Findings to Research Questions Recommendations --Decision Making Implications --Future Research Summary Capstone Research Conclusion
Stage 6: Report the results according
to the administrator’s needs; at a minimum should include an executive summary, an overview of the research process, action plans or implementation strategies, and appendixes with more detailed information
The Capstone Research Report is developed using the following report style including:
Executive summary
Introduction
Literature Review
Methodology
Findings
Conclusions
References
Appendixes
Capstone Research Report Self-Assessment
II. Capstone Problem Statement Worksheet
Name ________________________________________
Research Topic: Type your topic here: Problem Statement
The problem that this capstone project will
address is…
Statement of Topic Guidelines:
The topic is a broad subject. The topic is not
the problem to be solved; that comes later.
Example: Teacher Training
Please include the organization and industry that are
the focus of the topic. Example: ABC School District,
Elementary Teachers
Problem Statement Guidelines:
To ensure that the problem statement
is well grounded, answer:
Who? (Organization name?)
Where? (Where is the organization for
the study?)
When? (When did the problem start
and how long has the problem existed?
Use data; be exact.)
How? (How do you know that this is a
problem? How can you measure or
quantify this problem?)
Why? (Why is this a problem? Why
should we care? Why is this relevant
and worthy of study?)
What? (What is the real world problem
to be addressed? What is the
management question? What is the
research question?)
For whom? (For whom is this a
problem? Identify the impacted
stakeholder groups.
Example: There is a teacher training
issue within the [Who] ABC school
district [Where] located in NM.
[When] During the 2011-2012
academic year $660,000 was spent on
teacher training This is problem [Why]
Educational Dilemma/Problem: Type your
problem here:
Place the anchor statistic here:
Research Problem Guidelines:
Ask: how do you know that this is a
problem? Data tells us that there is a
problem.
Include at least three statements that
include statistics, metrics, etc. from three
different sources.
Example: The cost of teacher training for
1200 teachers in ABC District is $550 per
teacher per year, for a total of $660,000.
(Name, 2010).
Example: Teacher job satisfaction at ABC
School district decreased by 30% over the
24 months beginning in October of 2008
(XXX survey results, 2009).
Example: According to Name (2011), the
number of teachers entering the teaching
profession experienced a 10% decrease.
Ask: are these statistics symptoms or are
they the problem?
Identify a statistic from the data that will
“anchor” your position. This is statistic that
you can come back to over and over as you
move through the research and writing
process.
Example: The cost of teacher training can negatively
impact the school district’s financial stability. Anchor
statistic: The cost of teacher training for 1200
teachers in ABC District is $550 per teacher per year,
for a total of $660,000. (Name, 2010).
because the results of teacher training
surveys indicates that 73% of the
teachers attending training sessions
indicated that the sessions did not
instruct them in the areas in which the
training was focused.
Stop to consider: Reflect, Analyze,
Critique:
Is the real problem simply the
ineffective teacher training or
the impact that the cost of
teacher training has on the
district?
How do you know this is a
problem? [Anchor statistic]
According to 2012 ABC School district annual
report, the cost of teacher training is over
$650,000.00 per year, an amount which is no
longer sustainable to the district. As a result,
the purpose of this Capstone research will be to
study the impacts that the cost of teacher
training may have on the ABC school district as
this will impact the annual budget and
distribution of funds for the academic year.
Further, this capstone research study will
present options to resolve teacher training and
costs associated with recommended options.
Type at least 3-5 sentences that supports
the problem statement here:
Purpose for the Research
Type the purpose here:
Purpose for the Research Guidelines
What do you want to find out? What do
you want to do?
Example: Study the impacts of the cost and
effectiveness of teacher training in ABC School
district. Determine how to reduce financial impacts.
Research Questions
Type at least two research questions here:
Management and Research Question
Guidelines
What is the question that the school
administrator wants answered?
Example: What should be done to
improve the teacher training that is
negatively impacting the school
district’s financial status?
What is the question(s) that the
research study will investigate
Example: RQ1: What are the relevant
aspects of teacher training currently
affecting the financial status of the
district?
RQ2: What determines the high cost of
teacher training?
RQ3: What alternatives are available in
the area of teacher training?
RQ4: What are costs associated with
alternatives to teacher training?
Theoretical Frameworks
Type the theory upon which you will frame
your study here:
Theoretical Frameworks Guidelines:
From the entire course of study (Online
Teaching and Learning) what theory sets or
concepts are relevant to this problem? The
theoretical framework defines the scope of
scholarly work related to this action
research problem.
Example: Andragogy, behaviorism, constructivism,
control theory of motivation, etc)
Audience
Type the audience here:
Audience Guidelines:
Audience that will benefit from the Action
Research: Individuals, groups, associates,
professions, etc.
Example: school and district
administrators, teachers, students.
III. Formulating the Research Question Worksheet
1. Discover the Educational Dilemma
1a. Exploration
2. Define Education Question
2a. Exploration
3. Define Research Question(s)
IV. Literature Review Decision Worksheet
Education Problem
Example: The problem that this capstone project will address is the high cost of teacher training.
Research Question #1 Example: What are the relevant aspects of teacher training that are currently affecting the financial status of the school district?
Research Question #2 Example: What are the causes of
high cost ineffective teacher training?
Research Question #3 Example: What interventions
are available to improve teacher training?
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Review and reflect upon the educational and research questions. The Literature Review is not intended
to answer the questions but to identify background data and content that serves to define terms,
systems, processes, and theory associated with the questions.
V. Capstone Research Design Worksheet
Education and Research Design
Questions
Research Approach
Research Design
What should be done to teaching training as it relates to the financial cost to the district?
Confirmatory or Exploratory Justification of choice with citation
Data Gathering Strategies
Example: District records, professional journals, educational association web sites
RQ1: What are the relevant aspects of teaching training currently affecting the financial status?
Data Preparation Strategies
Example: Coding, categorizing
RQ2: What are the causes of the high cost of teacher training?
Data Analysis Strategies
Example: Comparative analysis, meta-analysis
RQ3: What interventions are available to reduce turnover?
Data Presentation Strategies
Example: Charts or graphs to indicate findings of independent and dependent variables.
Other
Begin populating the worksheet with the education and research questions. Review the problem and
questions to determine whether the research approach is confirmatory or exploratory. Choose research
design strategies associated with either the confirmatory or exploratory approach. Capstone research is
limited to using an exploratory approach with attendant research design choices.
VI. Capstone Research Report Self-Assessment
Assessment Items Researcher Comments and Actions
APA CSU-GC format standards are met throughout
Writing is clear and concise
Errorless grammar, spelling, and sentence structure
No bias or opinions
All sources are cited
Errorless APA formatting
All sources come from credible sources
The Capstone Research Report Template is used
Executive summary is completed in maximum two pages
Title page, running head, numbering, font, size, line space conforming
Each chapter (1, 2, 3, 4, 5) includes an introduction that opens with the problem and purpose and objectives for that chapter
Each chapter (1, 2, 3, 4, 5) includes a summary that highlights the major points of the current chapter and introduces the next chapter
Each chapter (1, 2, 3, 4, 5) contains all required sections with proper headings
A financial analysis is included in either chapter 4 or chapter 5
Required for Master of Science in Management Optional for Master of Science in Organizational Leadership
Tables and figures are properly labeled and described
A separate APA formatted reference page is included; all citations are included in the reference list; no item is in the reference list that is not cited
Appendixes are included with proper labeling and Table of Contents listings
The Capstone Research Report Self-Assessment allows students to ensure that all major aspects of the
report are completed.
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