Revamp Completed Capstone Assignment

Fix the inconsistencies in the completed work.  

CAPSTONE PROJECT AND DRAFT OF CHAPTER 1

 

For this assignment you are required to develop and submit a draft of the first chapter of your capstone paper, Chapter 1: Introduction.

This should be a draft only. Later in the course, you will finalize this particular chapter as part of your work in Module 6.

You were instructed to organize your draft according to the outline below. I have included the original instructions below, and added my comments related to your draft following asterisks (***) as appropriate.

In at least one solid paragraph for each subheading, prepare the following, using these headings:

***While not a major issue at this point, please review APA formatting for such things as your headings.

· · Introduction to the Chapter: Reveal your topic, state the gap in knowledge, creative process or problem, etc. that you are researching, investigating, or showcasing, and tell the reader what to expect.

***This is certainly an important topic, and it is introduced as a problem clearly.  The introduction, though, should be more succinct, and must state the purpose of the project more clearly.  You explain, for instance, what research currently shows but not how this project will be addressing a gap in the research, researching a question on which there is current disagreement, or something else.  What, to put it another way, is the need for this study?  What purpose does it serve?

· · Background of the Topic: Relate only to societal, business, or artistic factors–NO personal factors. Cited literature should be included.

***You do a good job here of supporting the existence of a problem, but the above questions remain; as you don’t here show support for the purpose/need for thisproject.

· · Problem Statement: Identify the gap in knowledge, creative aspect, or problem. Ask the major question you are going to answer through your capstone project. Ask the sub questions you are going to use to answer the major question. ( Optimum sub questions: 3-4) The data from these sub questions will be used to answer the major question.

***As above, you restate the problem of childhood obesity here but have yet to establish the gap this project will fill.

***Research questions this project will seek to answer are required here.

· · Professional Significance of Your Work: Respond to the internal question: Why did I bother to produce this particular project? Be specific.

***What’s here could relate more to your major, personal motivations, etc.

· · Overview of Methodology: How do you expect to proceed in order to answer your sub questions? These sub questions answer the major question for you. Note: If you are thinking about using surveys or questionnaires, check first with your mentor. Only 10% return is typical and the time it takes to devise such instruments combined with the amount of time S-20 it will take to received them back and analyze the results might not give you enough time to complete your project by the end of the semester.

***This section should not, at this point, be past tense (you should not have completed your study yet).  This section should be revised once the above questions are addressed,

· · Delimitations: What are the boundaries of your project?

***Ok, but why is this a limitation?  Explain this further.

· · Definition of Terms: Consider your audience; the readers may not know what you mean by the terms you use. They may be technical terms or ordinary words used in a specialized way. Do not use dictionary definitions. These terms are particular to your project. Explain them accordingly in bullet format.

***Ok.

· · Summary: All the chapters in your paper, including your introduction, must have a concluding paragraph that serves as a summary. Do not add any new ideas or information to the summary.

***This section should be rewritten once the above questions/concerns are addressed.

DEVELOPMENT AND STRUCTURE OF YOUR RESEARCH DESIGN PROPOSAL

Chapter 3 is the research design proposal.

Your research design proposal was to be prepared in the format given below.

Introductory paragraph:

· · State your major and sub research questions that you are attempting to answer in your capstone project. Then identify your research design and how that design accommodates your purpose.

***This is an ok start, but questions asked related to previous assignments remain (is this addressing a true gap in existing research, etc.).

***Are these the same research questions stated in previous chapters?  The first seems to be a different question, and the second is not phrased as a question, and unclear as worded here.

***Given this is the chapter focusing on research design, you should focus more on that design and explain “how that design accommodates your purpose.”

Body paragraphs:

· · Plan of Action: Describe your plan of action based upon how your research design relates to your project.

***The plan of action in this chapter is not the recommendations or conclusions which may come from the project, but the plan of action for carrying out the project (how many participants, how selected, what questions asked, what timeframe, what minimum response is needed, etc.).

· · Research Methodology for Data Collection for Research and Applied Projects: Introduce each sub question and explain in the paragraph how you will answer it. Take the reader step-by-step as you do your research. Explain what your sources of information are.

***Take the instructions out of the final draft.

***What’s here does not fit with prior plans; as here you state such things as “The study will be acrid out in both public and private schools within Mississippi.” when earlier your focus was on healthcare providers.

***Studies cannot be carried out which involve minors, as we do not go through the institutional review process in this course.

***As above, statements such as “The class teachers in respective classes will be included in the study.” are inconsistent with earlier writing. 

***Large sections of what’s here do not fit with your earlier intentions of focusing on healthcare providers and conducting surveys:

“Focus groups that are semi-structured will be held simultaneously during the class sessions within every grade. The focus groups will be led by members of the research team.”

Concluding paragraph:

· · Organization and Analysis of Data: Explain how you will organize, then analyze the data leading to your project.

***The study, as described here, cannot be carried out in this course:

“Data analysis will be done using the statistical package for social sciences. The data analysis method will help to analyze the anthropometric data to establish the body mass index. The data will help classify the children as obese, overweight, underweight, and normal.”

Tarah, there is a concerning shifting of your plans here; as you begin by talking about surveying healthcare providers and then switch to detailed plans to carry out a quite intensive study involving  actual students, teachers, etc. 

As stated above, we cannot carry out projects which involve minors in this course.

I typically don’t accept revisions of drafts, but this is unacceptable as planned here.  Please rewrite and resubmit this chapter by the posted due date.  The maximum possible grade for the revised chapter will be a “C.”

WRITTEN ASSIGNMENT 2, PART I AND PART II

This assignment required two parts, a review of the literature you have explored for your final project and an annotated bibliography of the sources listed.

As with the prior assignment, I have included the original instructions below and added my comments related to your draft following asterisks (***) as appropriate.

Your draft of Chapter 2 was required to be structured according to the outline given below, which lists the different subheadings you need to include. The explanations given provide guidance regarding what information to include under each of these subheadings:

· · Introductory paragraph – Begin with an introductory paragraph and place the informative thesis statement at the end of that first paragraph. The thesis statement is the major focus of the literature review chapter. All paragraphs relate in some way to that thesis statement.

***It’s good that you focus here on introducing the literature review.  Don’t, though, draw conclusions in the introduction; rather, you should restate the topic and the purpose of the review, state the main ideas to be explored, etc.

· · Body paragraphs – Each body paragraph must begin with a topic sentence and end with a concluding sentence. See pp. 183-184 of the Writing the Winning Thesis or Dissertation textbook. Every paragraph must contain information you have read in sources. Do not use more than 10% quotes in the entire chapter. Every paragraph must have citations for all paraphrased information. Do not use any of your own opinions or experiences. This is purely information from researched sources.

***This is an ok start, but it would help if you grouped the research found and organized the chapter using headings.  It seems, for example, one section could be related to the statistics (how many, etc.), another section to the anatomy and physiology at work, and a third to societal structures.

***Each of those areas should be explored further, with resources each being objectively reviewed and all analysis being saved for the end of each section and/or the concluding section of the chapter.

***Statements such as “Previous research has demonstrated…” draws a conclusion and both needs to be supported by citations back to that “previous research” and should be in a concluding section and not a body paragraph.

***Proofread carefully (“pattern” is spelled “patter,” when a resource is cited for the first time all authors must be listed, etc.).

***The conclusion that there is a gap in the existing research must be more clearly shown, as there is no indication in the review of where the gaps are, what we don’t yet know, etc.

· · Concluding paragraph End with a concluding paragraph that begins with a restatement of your thesis sentence that you used in the introduction. Add nothing new to the conclusion. It is a summary of the body paragraphs.

***As mentioned above, the conclusion is ok but seems to support the existence of a good bit of research surrounding this issue; the challenge here is to show a unique contribution of this project.

· · As per the readings, the body of the literature review (part I) should be ~10 pages and, overall, you should use 15 or more resources.

***The body of your review is only ~3 pages and only 6 resources have been identified (a resource listed on the references page does not appear on your bibliography).

Part II: Annotated Bibliography

Prepare an Annotated Bibliography of sources based on the references you used for Part I: Literature Review. For an example of what this involves, see “Develop an Annotated Bibliography,” p. 70, in the Writing the Winning Thesis or Dissertation textbook.

***Good, though more resources are needed and this list should be in alphabetical order.

Tarah, this is a good start but much more depth is needed throughout, as are additional resources.  The writing throughout can also be more organized, and it is important that a conclusion clearly shows how the research reviewed shows a need for this project.

I do have to note this was submitted late (the grade would have been a 75 had this been submitted on time).

WRITTEN ASSIGNMENT

1

-CHAPTER 1

WRITTEN ASSIGNMENT 1-CHAPTER 1

Written Assignment 1-Chapter 1

TARAH RENEE GOODMAN

Professor Herrera, Michele

Liberal Arts Capstone ( LIB 495-GS001)

21 November 2017

Written Assignment 1-Chapter 1

Introduction to the chapter

Childhood obesity has both become an issue and an epidemic. Ideally, the number of obese and overweight children in the United States has grown at an alarming rate especially the past thirty years. The existing studies have indicated that there is no chance of childhood obesity to slow down unless some actions are taken (Cunningham, Kramer & Narayan, 2014). The idea of fast food has swept the country leaving trails of poor nutrition in place. Ideally, the issue of fast food corporations appears to encourage children in the consumption of regular quantities of unhealthy foods through giving away toys when purchasing children’s meal. The video games, computers, and televisions have started to cloud the significance of exercise.

The technological influences result in childhood obesity and are approached with a devastating abundance of the negative impacts. Obesity often places children at a high risk of evolving serious illnesses. The obese children not only have the risk of poor blood quality, weak lungs but also have unhealthy weights (Dabrowska, 2014). There are appropriate ways to slow childhood obesity regardless of the numerous obstacles. Prevention could be attained through participation in healthy activities and having a balanced diet. Childhood obesity has negative effects although there are ways to discontinue or hinder the spread of the diseases. Obesity has become one of the most serious issues in the United States.

Obesity is a global issue although the crucial focus in the society pertains addressing the rates of obesity in children. The rates of childhood obesity could be viewed as a consequence of poor parental supervision of dietary, inadequate individual fitness activities, technology, possible depressions, and inadequate nutrition programs. The children are at the risk of facing serious consequences in future (Cunningham, Kramer & Narayan, 2014). The results for children obesity include early mortality rates, serious diseases, chronic health issues, and depression. It is essential to strive to remain healthy in the society. The already done research has revealed that gaining substantial weight cannot be controlled. On the other hand, researches have demonstrated that consuming low quantities of vegetables and fruits are among the factors that impact weight gain in the society.

Background to the topic

Childhood obesity in the United States is a major health issue. Besides, the rates of childhood obesity appear to have increased from the past thirty years. Ideally, the rates of childhood obesity in the United States especially in the rural communities are high compared to the ones in urban areas. For instance, most rural children contained a great risk for childhood obesity compared to their urban children counterparts regardless of controlling socioeconomic status, race, gender, and age (Cheung, Cunningham, Narayan & Kramer, 2016). The prevention programs are required to address the factors that contribute to childhood obesity in the rural areas. Childhood is a developmental period where parents have great influence on the attitudes and health behaviors of children.

Parents play a great role in guiding body image, activity levels, weight status, and the eating habits of children. Operating with the parents offers essential psychosocial influences in lives of preteen children. Therefore, parents can enhance the essential skills and knowledge required to strengthen positive influences that ultimately results to healthier lifestyles, long-term health welfares, reduced risk of obesity, and healthier lifestyles (Dabrowska, 2014). Several recent studies have revealed the interventions that focus parents on effective prevention and treatment of childhood obesity. Most of the recent studies have focused its feasibility studies in addressing the issues of rural families and children.

Most current studies deal with issues such as seasonal activity options, availability of exercise facilities, and the long travel distances that are mostly associated with farming and ranching. The National Institute of Food and Agriculture established the prevention initiative for childhood obesity. The institution supports some projects such as extension projects, education, and integrated research. Childhood obesity is a serious issue where the excess body fat affects the well-being and health of both young adults and children (Cheung, Cunningham, Narayan & Kramer, 2016). A child is often regarded obese when he or she goes above the normal weight for the required height and age. Today almost a third of the children are either obese or overweight.

Problem statement

Childhood obesity has grown to be a great issue in the United States. The epidemic of the obesity alongside the associated illnesses poses serious public health across the world. A great concern is the continued and dramatic increase in the prevalence of the obesity and overweight children. The prevalence of the overweight children within the United States has been estimated to be 25% (Nguyen & El-Serag, 2010). Besides, the rates of childhood obesity have more than tripled in the last 30 years. Additionally, the prevalence of the rates of obesity among the children has increased as indicated by the National Center for Chronic Disease Prevention and Health Promotion. Obesity in children has led to significant impact on both the psychosocial and physical health with both long term and short term adverse effects.

Professional significance of your work

The results of the study will help other researchers and policymakers in the same field to address the issue of childhood obesity. The growing issue associated with childhood obesity poses a serious health issue across the world. Ideally, childhood obesity emerges because of the lack of exercise and poor nutrition leading to a great threat to the extent of life expectancy. The rates of childhood obesity have been associated with great chances for disability in adulthood and premature death. The recent research has demonstrated that the incidence of childhood obesity is still growing. Nonetheless, there has not been any specific studies that have been conducted to institute the prevalence of the obesity and overweight in the United States during the period of carrying out this study.

Overview methodology

The assessment plans and intervention programs were created, and focus groups were done. The focus groups managed to determine the problems and issues related to childhood obesity. Besides, the focus groups were concerned with the rural parents and assessed the needs for health information, interest, and presence of constraints. The research will incorporate a cross-sectional design where the subjects will be assessed in a single time. Cross-sectional design is less time consuming because it incorporates testing few groups at the same point and therefore a great number of subjects could be tested using low costs. The study populations will small children both male and female. The children between the age of 7 and 10 will create the target population.

Delimitations

The study will be confined to Mississippi which is the state having the greatest rate of obesity. The study will be limited to childhood obesity aged between 7 and 10 years but incorporating both males and females. The limitations to the study will include dependence to parental reports of the weight and height of the children. The limitations will be potential for non-response preference inherent to the survey designs, inability to deliberate further individual covariates including the dietary patterns for children, the status for parental obesity, and small direct area-based measures within the neighborhood environment. The limitations will help ensure there is a focus on the study.

Definition of terms

Child: Refers to a young person either male or female aged between 7 and 10 years

Anthropogenic measures: Measurement of the physical dimension of child’s body

Breakfast: First meal consumed with a child in the day

Calorie: Unit of energy provided by food

Dietary intake: the level of minerals, vitamins, protein, and calorie in dietary consumption

Food consumption pattern: The frequency where foods are consumed with the children in a day

Malnutrition: The poor health state among the children and results from lack of right food

Meal: Instance for taking food at a particular time and involves the consumption of a particular food with the children

Summary

Childhood obesity is a complicated disease that results from a combination of environmental, psychological, and medical factors. Besides, the childhood obesity is normally characterized by an increase in the amount of fat cells contrary to the adults where there is a change in number and size. The development of childhood obesity is influenced by some factors and includes economic status, culture, genetics, physical activity, energy balance, and feeding habits. The childhood obesity predisposes an individual to serious health issues such as pulmonary diseases, cancer, and diabetes among others. Good feeding practices and loss of weight through conducting physical activities helps in alleviating the issue of childhood obesity.

References

Cheung, P., Cunningham, S., Narayan, K., & Kramer, M. (2016). Childhood Obesity Incidence in the United States: A Systematic Review. Childhood Obesity, 12(1), 1-11. http://dx.doi.org/10.1089/chi.2015.0055

Cunningham, S., Kramer, M., & Narayan, K. (2014). Incidence of Childhood Obesity in the United States. New England Journal of Medicine, 370(5), 403-411. http://dx.doi.org/10.1056/nejmoa1309753

Dabrowska, A. (2014). Childhood Overweight and Obesity: Data Brief. United States: Congressional Research Service. Retrieved from https://fas.org/sgp/crs/misc/R41420

Nguyen, D., & El-Serag, H. (2010). The Epidemiology of Obesity. Gastroenterology Clinics Of North America, 39(1), 1-7. http://dx.doi.org/10.1016/j.gtc.2009.12.014

1

Running head: WRITTEN ASSIGNMENT 2-PART I AND II 1

WRITTEN ASSIGNMENT 2-PART I AND II 7

Written Assignment 2_Part I and II

TARAH RENEE GOODMAN

Professor Herrera, Michele

Liberal Arts Capstone (LIB 495-GS0001)

24 November 2017

Written Assignment 2_Part I and II

Part I: Literature Review

Introduction

This chapter contains a review of the relevant literature studies related to specific objectives and extensive review of the issue of childhood obesity in Mississippi the United States to identify and address the existing gaps in knowledge in the related researches previously done. The literature reviewed involves the topics such as global prevalence for childhood obesity, the biology for weight change in childhood, eating habits and dietary patterns, societal and environmental factors, economic consequences, psycho-social factors, and the hereditary factors.

According to McNeill (2009), Mississippi has the greatest rate of childhood obesity in the United States. The rates of the of childhood obesity in the United States have tripled since 1980 which has made it be coined as the “The Obesity Epidemic.” There is fear among researchers that the existing youth will have a short life expectancy compared to their parents. The health issues associated with obesity are severe and numerous. The annual rate associated with increased prevalence of childhood obesity has grown steadily. Nearly 60% of children become overweight before puberty has high chances of becoming obese in early childhood (World Health Organization, 2003). The greatest rate of childhood obesity has been seen in developed countries such as the United States and the United Kingdom.

Previous research has demonstrated that obesity tracks across the life course. Therefore, a child becomes overweight there is a possibility to add weight in future. A normal healthy child often grows at a predetermined rate which is normally accelerated or compromised through nutrition imbalance. The accumulation of fat during the early stages of life is done through increased volume of adipocytes whereas in the second phase the accumulation of the fats is through the increase of adipocytes without any significant change in the volume of fat cells (Jung & Choi, 2014). In other words, both processes are involved in regulating fat. One process controls the breakdown while the other help is storing fat inside the cells. The adipose tissue among the children contains a great proportion of small fat cells compared to similar tissues among the adults.

The patter of childhood obesity is mostly set during infancy as the mother feeds the baby with the perception that fat babies are a symbol of healthy babies. In some cases, overeating becomes an issue. The repeated nibbling of food, especially between meals, is mostly associated with obesity (Kuźbicka & Rachoń, 2013). The high intake of energy incorporating consumption of refined food is a popular practice that predisposes children into obesity. Regular snacking is linked with enhanced dietary intakes in most affluent societies. The kinds of food consumed also influence the effect of snacking on body weight. Most snacks consumed with children contain high levels of carbohydrates and fats. The meal patterns differ across cultures and populations.

Exercise is a structured and planned subset of leisure period for physical activities often undertaken with the purpose of enhancing or sustaining physical fitness. Childhood obesity is rarely found among the people who lead active lives or recreations that require physical exercise. Dugan (2008) reveals that there have been dramatic changes in the extent of activity in the majority of the western countries. For example, the advancement in technology has decreased the necessity for physical effort in leisure, transport, and work. Children engage in physical activities less and are often transported to school. As a result, there is a great concern on the rapid reduction in levels of activities and initiatives introduced to increase the awareness regarding the benefit of activity.

The change of societal structures is another factor that triggers the increase of childhood obesity in Mississippi. The process of economic transition and modernization has made a number of countries across the world to shift towards industrialization in addition to an economy based economy that is based on trade in the market. The process has resulted in several improvements to standards of living including the services that are availed to people in the entire world. A food system that exists today utilizes the industrial technique to forms of agriculture and to supply greatly processed foods. The decrease in energy expenditure seen with modernization is attributed to forms of sedentary lives such as motorized transport (Denstel et al., 2015).

In conclusion, ¸ childhood obesity is an issue that is caused by not one factor but a combination of several factors. Some of the causes of childhood obesity are associated with the biological change in weight, change in eating habits, economic consequences among others. The reviewed literature reveals that childhood obesity continues to increases because of the changes in lifestyle and technology. Obesity keeps track of the previous life. There is a misconception that a fat baby is an indication for healthiness. The eating between meals among the children is another great contributor to childhood obesity. Exercise is paramount to enhanced health among the children. However, there is still a gap in knowledge especially on the healthy living standards from infancy to adolescence.

Part II: Annotated Bibliography

World Health Organization. (2003). Diet, Nutrition and the Prevention of Chronic Diseases. Geneva. Retrieved from http://apps.who.int/iris/bitstream/10665/42665/1/WHO_TRS_916

The article talks about diet, nutrition and the prevention of the chronic diseases. The article reveals that almost 60 percent of children become overweight before attaining puberty and therefore they have high chances of becoming obese. The article demonstrates that the highest rate of childhood obesity has been experienced in the developed countries. The article will be essential in the research on childhood obesity because it will offer the prevalence rates of childhood obesity, especially in the developed countries Mississippi being one of them. Besides, the article will provide a comparison between the prevalence of the obesity in both industrialized and non-industrialized countries.

Jung, U., & Choi, M. (2014). Obesity and Its Metabolic Complications: The Role of Adipokines and the Relationship between Obesity, Inflammation, Insulin Resistance, Dyslipidemia and Nonalcoholic Fatty Liver Disease. International Journal Of Molecular Sciences, 15(4), 6184-6223. http://dx.doi.org/10.3390/ijms15046184

The article is about obesity and the associated metabolic complications. Besides, the article offers the association between obesity and other related illnesses. The article also reveals that normal health among the children develops at a predetermined rate that is either accelerated or compromised with nutrition imbalance. The literature indicates that the accumulation of fat increases in the adipose tissue during the first year. In the second year, the amount of fat increases the quantity of adipocytes without considerable change in volume of the fat cells. The article is helpful because it offers the biological change in weight during childhood leading to obesity.

Kuźbicka, K., & Rachoń, D. (2013). Bad eating habits as the main cause of obesity among children, 19(3), 106-110.

The article is about the poor eating habits which are the major cause of obesity among the children. Obesity has been described as one among the greatest medical issues in the existing world. Ideally, the issue of obesity is found to affect children more than the adults. Simple obesity appears to be the most common among the children. Simple obesity results from a lot of energy that comes from food products that surpasses the energy expenditure. The article will be useful in research because it will provide the food consumption patterns among the children. The article reveals that family has a great responsibility to control the access to food among the children.

Dugan, S. (2008). Exercise for Preventing Childhood Obesity. Physical Medicine And Rehabilitation Clinics Of North America, 19(2), 205-216. http://dx.doi.org/10.1016/j.pmr.2007.11.001

The article is about the benefit of exercise in controlling childhood obesity. The article reveals that childhood obesity is a major health issue particularly in the United States and other developed countries. The obese children are at great risk of developing medical complications including some chronic diseases. Therefore, the article will help in proving the effects of physical inactivity among the children. Besides, sedentary lifestyles are greatly associated with the increased rates of childhood obesity. The article is essential because it offers the best ways to address the challenge of obesity among the children. The article will also help in recommending the physical activities that will help prevent childhood obesity.

Denstel, K., Broyles, S., Larouche, R., Sarmiento, O., Barreira, T., & Chaput, J. et al. (2015). Active school transport and weekday physical activity in 9–11-year-old children from 12 countries. International Journal Of Obesity Supplements, 5, S100-S106. http://dx.doi.org/10.1038/ijosup.2015.26

The article is about physical activities. The emphasis of physical activity and the issue of sedentary living standards are essential in ensuring children lead healthy lifestyles. The children who used motorized means of transport have limited time to participate in physical activities which increases their chances of contracting obesity. Physical activity remains paramount to healthy growing children who will not be at risk of obesity and the associated illnesses. The article is important because we learn that children who play outside enhance their living conditions and never becomes vulnerable to diseases. There is need to incorporate a lot of routine activities among the children lives.

References

Denstel, K., Broyles, S., Larouche, R., Sarmiento, O., Barreira, T., & Chaput, J. et al. (2015). Active school transport and weekday physical activity in 9–11-year-old children from 12 countries. International Journal Of Obesity Supplements, 5, S100-S106. http://dx.doi.org/10.1038/ijosup.2015.26
Dugan, S. (2008). Exercise for Preventing Childhood Obesity. Physical Medicine And Rehabilitation Clinics Of North America, 19(2), 205-216. http://dx.doi.org/10.1016/j.pmr.2007.11.001
Jung, U., & Choi, M. (2014). Obesity and Its Metabolic Complications: The Role of Adipokines and the Relationship between Obesity, Inflammation, Insulin Resistance, Dyslipidemia and Nonalcoholic Fatty Liver Disease. International Journal Of Molecular Sciences, 15(4), 6184-6223. http://dx.doi.org/10.3390/ijms15046184
Kuźbicka, K., & Rachoń, D. (2013). Bad eating habits as the main cause of obesity among children, 19(3), 106-110.

McNeill, S. (2009). Obesity in Mississippi. Mississippi: Center for Mississippi Health Policy. Retrieved from https://msdh.ms.gov/msdhsite/_static/resources/3593

World Health Organization. (2003). Diet, Nutrition and the Prevention of Chronic Diseases. Geneva. Retrieved from http://apps.who.int/iris/bitstream/10665/42665/1/WHO_TRS_916

Running head: WRITTEN ASSIGNMENT 3 1

WRITTEN ASSIGNMENT 3 2

Written Assignment 3

TARAH RENEE GOODMAN

Professor’s Herrera, Michele

Liberal Arts Capstone (LIB 495-GS001)

24 November 2017

Written Assignment 3

Research question

The research attempts to answer some questions on childhood obesity. A survey that addresses the research questions was offered to healthcare providers across Mississippi to collect information concerning their growth monitoring processes for the obese children.

1. What is the perception of the healthcare providers on childhood obesity prevalence associated with their practice? This question will also include the most concerned age group and the barriers to the treatment and possible opportunities to reverse the trends for the overweight children.

2. Exploring the major reasons for childhood obesity being a challenge. This question will involve some ideas such as physical activity, lifestyle conditions, and the extent of parental care.

Plan of action

A plan for action for childhood obesity in Mississippi will be to address the issue of childhood obesity within the next one decade. The focus is to encourage the industries to cut down the levels of sugar in products, establishing healthier environments, and allowing the primary school children to stay active and eat healthily. The most major policies incorporate a plan and levy for soft drinks and to have the manufacturers volunteer to reduce 20 percent of the sugar from the products. The supportive research will allow business to ensure their products are safe. Healthier environment and options are also of great concern. The public will be offered healthy options.

The government will offer support through the cost of the healthy food especially for those who need it. There could also be apps that will ensure people understand the idea of enhanced eating decisions. Schools should also allow the children opportunity for physical activity on a daily basis. Physical activity will be essential within the schools to ensure the children become physically active. Therefore, schools should be in a position to coordinate physical activity programs and sports. The meals offered in schools should be healthier and meet the dietary needs. In essence, the plan for action requires that all stakeholders and interested parties associated with the issue of childhood obesity should work as a team to ensure the successful prevention of the menace.

Research methodology for data collection for research and applied projects

The section describes the approach through which the study was carried out and the method of collecting the data. The section focuses on some parts such as study design, study population and area, sampling procedures, and the data collection procedures and tools.

-Introduce each subsection and explain how you will answer it. Take reader step by step and explain your sources of information

Study design and Area

The cross-sectional research will be used in the research. Therefore, the subjects will be assessed in single time within the cross-sectional research design. Cross-sectional research takes less time and incorporates testing some groups at a similar point which will make a large number of subjects to get tested at little cost. The cross-sectional design will allow the determination and the risk factors associated with obesity among the children in Mississippi. The research will be based in Mississippi. The area has been chosen because it has the greatest rates of childhood obesity prevalence. Besides, Mississippi is populous with people characterized by varied economic, cultural, and social backgrounds. The study will be acrid out in both public and private schools within Mississippi. The day schools children are selected since the children attend the schools and are often exposed to varying modern lifestyles and indulge in expanded diets.

Study population

The study population will be composed of children within primary school both male and female attending public and private schools. The children aged between seven to ten years create the targeted population. The range of age was selected since the research carried out across the world has demonstrated that managing obesity at the early age has a great impact compared to adulthood. The class teachers in respective classes will be included in the study. The inclusion criteria will involve the children whose parents have offered consent. Besides, it will include children between the age of 7 and 10 years. Additionally, the study will include children who have been to the school for not less than one year.

Sampling Procedure

Simple random sampling is utilized to pick the children in day schools. The simple random sampling is desirable because it allows every member of the targeted population to have an equal opportunity of being included within the sample of the selected public and day schools in Mississippi. Purposive sampling will be used to select the study area in this case Mississippi. Systematic sampling will be used to get the number of children from every school. The sampling frame will be derived from children aged between 7 and 10 years. Additionally, systematic sampling will be used to select respondents. Permission to gather the data will be sort from the state of Mississippi. Participation will be voluntarily using informed consent, especially from the respondents.

Data collection instruments

The data will be collected through an interactive process involving the researcher and the respondents. The questionnaires will have both unstructured and structured questions. Besides, observation checklist will be gotten from the interview schedules. The questionnaire will be administered to the children containing unstructured and structures questions to obtain in-depth response to satisfy the designed goals of the study. Some of the information collected includes the type of food consumed with the children, factors that influence the eating habits, levels of the physical activity, and the dietary patterns. An observation checklist will help collect the information on the kind of food consumed with the school children and the type of activities that they get engaged.

Research methodology for creative projects

Sample population

Since the prevalence of obesity seems to be unequally distributed within population groups, the study intends to access the families from wide-ranging social circumstances. The study intends to handpick three demographically varied primary schools in Mississippi. All the children are expected to agree in participating the study. The study will be carried out between November-December. The children will be boys and girls in Grades 2 and 5 that include the 7 to 10 age bracket respectively. The goal is to have an all-inclusive representation of the population to assess the level of childhood obesity in the area. The sample population will help to answer the research question especially on the rate of prevalence.

Sampling the children

Focus groups that are semi-structured will be held simultaneously during the class sessions within every grade. The focus groups will be led by members of the research team. The focus groups will be comprised of children around the age of 7. The sampling is expected to be exploratory and structured around activities that accompany the questions to elicit the discussion. Children are often at ease when conversing with the peers compared to adults. The goal is designed to enable an unprompted discussion among the children. The researcher will be operating as the facilitator and observer. The initial activity will involve prioritizing a range of healthy and the unhealthy foods.

The second activity will involve soring the sedentary and active, outdoor and indoor activities. The third activity will involve a scrutiny of the overweight children. Some photographs will be used to encourage the children to participate in the discussion. The team members will keep a record of the discussion of respective focus groups such as facilitator observations and children responses. The goal will be to establish what the children like to do at their free time. It will be possible to create the observations that are associated with obesity. The things that are expected to be done to make school life healthy will be determined. In essence, the analysis will help answer the research questions.

Organization and analysis of data

Data analysis will be done using the statistical package for social sciences. The data analysis method will help to analyze the anthropometric data to establish the body mass index. The data will help classify the children as obese, overweight, underweight, and normal. The body mass index values will be transferred to the statistical package for social sciences to analyze the relationship between obesity as the independent and dependent variables. The variables will include the socio-demographic attributes for the children, the kinds of food consumed, and the extent of the physical activity. The link between the variables will be tested using the Pearson product, T-test, and chi-square tests. Descriptive statistics in the form of percentages and mean will be used in describing the data within the study. The results gathered will be presented in the form of graphs and tables.

STUDENT GUIDE TO

THOMAS EDISON STATE

UNIVERSITY

LIB-495

LIBERAL ARTS

CAPSTONE

Nina Rosenbaum Haydel

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Acknowledgements ………………………………………………………………………………………………………………. vii

What is a Capstone ………………………………………………………………………………………….. 1

What is a Capstone? ………………………………………………………………………………………………………… 2

Course Structure…………………………………………………………………………………………………………. 2

Course Objectives ……………………………………………………………………………………………………….. 3

Selecting Research Methodology ……………………………………………………………………………………. 5

Kinds of Research Design …………………………………………………………………………………………… 5

Kinds of Qualitative Research Design …………………………………………………………………………. 5

Collecting Data through Field Research …………………………………………………………………………. 8

What is Field Research? ………………………………………………………………………………………………. 8

Using Qualitative Research Instruments …………………………………………………………………….. 8

What is a Primary Source? …………………………………………………………………………………………..

10

Writing Your Capstone Project ……………………………………………………………………………………….. 11

What is Scholarly Writing? …………………………………………………………………………………………. 11

What is Academic Writing? ………………………………………………………………………………………… 11

What are Study Questions? ………………………………………………………………………………………… 12

Types of Capstone Project……………………………………………………………………………………………….. 13

Traditional Research Project ……………………………………………………………………………………….. 13

Creative Project ………………………………………………………………………………………………………….. 13

Applied Project ……………………………………………………………………………………………………………

15

Examples of Major Question and Sub-Questions …………………………………………………………… 16

CONTENTS

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Traditional Research Project ……………………………………………………………………………………….. 16

Creative Research Project ……………………………………………………………………………………………. 17

Applied Research Project ……………………………………………………………………………………………. 17

Capstone Project: Presentations ………………………………………………………………………………………. 18

Creative Project ………………………………………………………………………………………………………….. 18

Research and Applied Projects ……………………………………………………………………………………. 18

Capstone Project: Final Report ………………………………………………………………………………………… 19

Overview of the Course …………………………………………………………………………………… 20

Overview of the Course …………………………………………………………………………………………………… 21

Module 1: Capstone Topic Selection and Draft of Introduction …………………………………… 21

Module 2: Literature Review, Annotated Bibliography, and References ……………………… 21

Module 3: Research Design and Methodology ……………………………………………………………. 22

Module 4: Results of the Study …………………………………………………………………………………… 22

Module 5: Discussion and Recommendations …………………………………………………………….. 22

Module 6: Putting it All Together ……………………………………………………………………………….. 23

Course Assessment ………………………………………………………………………………………………………….. 24

Discussion Forums ……………………………………………………………………………………………………… 24

Written Assignments …………………………………………………………………………………………………..

25

Turnitin Requirement for Chapter 2……………………………………………………………………………. 25

Documentation and Academic Integrity …………………………………………………………………….. 26

ETS® Proficiency Profile …………………………………………………………………………………………….. 26

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Grading and Evaluation ……………………………………………………………………………………………… 27

Strategies for Success …………………………………………………………………………………………………… 28

Academic integrity ………………………………………………………………………………………………………. 28

Preparing the Capstone …………………………………………………………………………………… 32

Preparing the Capstone ……………………………………………………………………………………………………. 33

Overview and Organization of Course Activities ………………………………………………………… 33

Selecting a Capstone Topic ………………………………………………………………………………………….. 35

Tips for Selecting Your Major Question and Sub-Questions ………………………………………… 35

Developing the Proposal …………………………………………………………………………………. 39

Developing the Proposal ………………………………………………………………………………………………….. 40

Chapter 1: Introduction ……………………………………………………………………………………………………. 42

Background …………………………………………………………………………………………………………………. 42

Problem Statement ………………………………………………………………………………………………………. 43

Professional Significance ……………………………………………………………………………………………… 43

Overview of Methodology …………………………………………………………………………………………… 43

Delimitations and Limitations ……………………………………………………………………………………… 44

Definition of Terms ……………………………………………………………………………………………………… 44

Summary …………………………………………………………………………………………………………………….. 44

Chapter 2: Literature Review ……………………………………………………………………………………………. 45

Part I and Part II ………………………………………………………………………………………………………….. 45

Tips for Collecting and Citing Research Material ………………………………………………………… 45

Developing the Literature Review……………………………………………………………………………….. 46

i

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Part I of Module 2: Literature Review ………………………………………………………………………….. 47

Part II of Module 2: Annotated Bibliography ………………………………………………………………. 49

Chapter 3: Methodology …………………………………………………………………………………………………… 51

Brief Overview of Essential Research Concepts …………………………………………………………… 51

Tips for Reporting on Methods of Data Collection ………………………………………………………. 55

Development and Structure of Chapter 3 …………………………………………………………………….. 55

Chapter 4: Results of the Study ………………………………………………………………………………………… 58

Tips for Controlling Data …………………………………………………………………………………………….. 58

Organization and Structure …………………………………………………………………………………………. 58

Dealing with Raw Data ……………………………………………………………………………………………….. 60

Dealing with Interview Questions as Data …………………………………………………………………… 61

Summary …………………………………………………………………………………………………………………….. 63

Chapter 5: Summary and Discussion ……………………………………………………………………………….. 64

Statement of Problem ………………………………………………………………………………………………….. 64

Explanation of Project ………………………………………………………………………………………………….. 64

Review of Methodology ………………………………………………………………………………………………. 64

Summary of Results …………………………………………………………………………………………………….. 64

Relationship of Research to the Field …………………………………………………………………………… 65

Discussion of Results …………………………………………………………………………………………………… 65

Conclusions and Recommendations ……………………………………………………………………………. 65

Finalizing and Submitting Your Capstone Project …………………………………………. 66

Finalizing and Submitting Your Capstone Project ………………………………………………………….. 67

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Order of Elements of Capstone ……………………………………………………………………………………. 67

Front Matter Details …………………………………………………………………………………………………………. 68

Title Page …………………………………………………………………………………………………………………….. 68

Abstract ………………………………………………………………………………………………………………………. 69

Acknowledgements ……………………………………………………………………………………………………. 69

Dedication ………………………………………………………………………………………………………………….. 69

Contents ……………………………………………………………………………………………………………………… 70

Body of Capstone ……………………………………………………………………………………………………….. 70

Rear Matter of Entire Capstone …………………………………………………………………………………… 71

Appendices ………………………………………………………………………………………………………………… 73

Rear Matter ………………………………………………………………………………………………………………… 74

Finalizing the Capstone ……………………………………………………………………………………………….

75

Submission …………………………………………………………………………………………………………………. 75

Working with Words: Writing for Impact……………………………………………………………………….. 76

Appendices ……………………………………………………………………………………………………… 78

Appendix A: Capstone Samples …………………………………………………………………………………….. 79

Abstracts …………………………………………………………………………………………………………………….. 79

Contents ……………………………………………………………………………………………………………………… 80

Sample of Chapter 1 in a descriptive research study …………………………………………………… 82

Sample of Chapter III in a qualitative research study ………………………………………………….. 87

Sample of Chapter IV using a combination of survey instruments ……………………………… 90

Sample of Chapter V: Summary and Discussion ………………………………………………………… 101

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References ………………………………………………………………………………………………………………………. 108

About the Author ……………………………………………………………………………………………………………. 109

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ACKNOWLEDGEMENTS

I would like to thank the following people who have contributed to the completion
of this academic document, which enables me to serve the students of Thomas
Edison State University:

Student reviewers, who kindly reviewed the chapters based on their knowledge of
completing a similar document as students in my Research Writing course, CMP 125,
at Rider University, Lawrenceville, NJ: Rose Bauer, Miranda Martine;

Former students of the LIB-495 Liberal Arts Capstone at Thomas Edison State
University, Trenton, NJ, whose exemplary work provides samples of the many
elements of a Capstone project: Chris Barber, Kristin Brown, Abigail Hazan, Megan
Krause, Jonathan Krohn, Joseph Kuye, Emily Ogg;

A special thank you to Kayla Murphy of LIB-495 April 2015 term, who reviewed
every word of the textbook and offered significant suggestions’

Dr. Ann Mester, Assistant Dean of Heavin School of Arts and Sciences, Thomas
Edison State University and Dr. John Woznicki, Dean of Heavin School of Arts and
Sciences, for their consultations;

Dr. Belmont Haydel, Professor Emeritus, Rider University, Lawrenceville, NJ, for his
wise advice and support during the writing of this document.

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WHAT IS A

CAPSTONE

9 | P a g e

WHAT IS A CAPSTONE

?
Welcome to Liberal Arts Capstone, a culmination of your entire undergraduate
educational experience. This broad course brings together all liberal arts disciplines
across the university. It integrates elements of research writing, a unique endeavor,
which makes use of what you have learned in previous composition classes and teaches
you research skills related to your field of study. The nature of this course leads to your
assessment based on previous cognitive learning in your undergraduate studies, as well
as your overall knowledge and ability to perform on an academic level commensurate
with that of a university student. This provides “a clear link between knowledge…and
the rest of… education” (Dennis & Defleur, p. 78), and provides an opportunity to
demonstrate your capacities based upon your particular interest and strengths of
learning. You will then be assessed in relation to self- selected inquiries regarding
events, experiences, issues, social and academic needs, talents, and interests.

The assessment for this course measures your ability to apply “critical thinking, creative
thinking, and problem-solving strategies, effective writing, effective oral
communication, …[qualitative] analysis, computer literacy, [and] library competency…
(“The growth of a model college,” p. 23). These inquiry-driven strategies can transfer
academic skills in a form that displays mastery of these learnings. You will be able to
integrate prior learning to assimilate this knowledge through understanding,
expression, invention, and application, thus adding to your capacity as a future
employee in your chosen field.

This course content differs from that of the typical English research writing class
because you will not be writing a research paper, but you will be serving as an authentic
researcher engaged in attempting to solve a problem based on certain assumptions
related to your topic. The course engages in a multi-disciplinary approach to research
writing based on students’ major field.

The bedrock of this course is the use of field research, primary sources, scholarly
writing, and academic formatting to deliver information that supports an
argumentative thesis statement.

COURSE STRUCTURE

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Qualitative and quantitative research is used to answer questions and solve problems.
Most likely, you will be using only qualitative research once you select a topic related
to your field of interest; next, you will create questions to be answered through field
research, which provide necessary primary source material (known as data), to support
assumptions based on your thesis statement. This sounds very convoluted, but as you
work through this project, you will find a rational structure to enable you to
successfully complete this project.

The structure of this Capstone is based on APA format.

APA style does not involve writing style; instead, it refers to American Psychological
Association’s editorial style used to provide consistency in formatting articles,
documents, and books. Originally developed for psychology materials published in
journals and books, it has been adopted for writings in the behavioral and social
sciences. Manuscript rules and guidelines include the following:

• Punctuation and abbreviations
• Structural formatting

• Table construction

• Topic headings

• In-text citations

• Reference citations
(Refer to Purdue University’s OWL website: https://owl.english.purdue.edu/owl/)

After completing this course, you should be able to

1. Determine an issue, problem, information gap, or creative endeavor in your field
of inquiry;

2. Demonstrate proficiency as an independent learner and critical thinker;
3. Apply research and analysis techniques to the explanation and resolution of an

information gap, issue, or problem, by studying or creating a project in your

WHAT IS APA FORMAT?

COURSE OBJECTIVES

https://owl.english.purdue.edu/owl/

11 | P a g e

respective field;
4. Design a project based on theory and knowledge from courses in your field of

study;
5. Synthesize the parts of research to produce a comprehensive, valid result in a

concrete format;
6. Reach conclusions through use of external resources that reflect knowledge;
7. Apply all elements of scholarly assignment to all five chapters of the written

document, utilizing Standard Academic English and APA documentation (for
only the creative portion of a literary, art, or music project, use MLA
documentation format, if applicable);

8. Present an ethically responsible final project in an academic, professional format,
as a bridge to your future work/employment;

9. Demonstrate comprehension of globally diverse perspectives.

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SELECTING RESEARCH METHODOLOGY

Two types of research are typical for studies: Quantitative and Qualitative

QUANTITATIVE RESEARCH: This type of research is mainly experimental and is
usually applied in the natural sciences. They take the form of experimental and quasi-
experimental research that reflects cause/effect relationships. Experimental research
entails having a control group and an experimental group where the researcher designs
a treatment and provides that for the experimental group, whereas the control group
does not make use of a treatment. For example, the study question may be the
following: What impact does computer technology have on the quality of syntax and mechanics
of high school students’ persuasive essays? (Haydel 1987). The experimental group writes
using computers, while the control group writes using pen and paper. This study
reflects the hypothesis that there is a difference between the two types of writing
processes. An educator may then compare the computer- generated product to the hand
written work, using mathematical manipulation to reach conclusions and make
predictions.

QUALITATIVE RESEARCH: You will most likely be engaged in only a qualitative
research study, which does not involve the hypothesis or any kinds of experiments, as
found in quantitative research. A study of this nature will enable you to understand
and interpret elements of the world around you through investigating other people’s
perceptions and experiences. You are interested in understanding an event, a setting, a
group of people, a form of behavior or developing something new that can, in some
way, enhance knowledge or improve the living experience of the members of your
audience. The purpose is to find the why and how of a problem or question, not just the
what, who, or when.

Examine research designs such as case studies, ethnographic research, or action
research. Based on the research design, select the appropriate instruments and any

KINDS OF RESEARCH DESIGN

TYPES OF RESEARCH

KINDS OF QUALITATIVE RESEARCH DESIGN

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participants you may need to answer your study questions.

If you are a student of business, social sciences, or the arts, consider selecting one of
those listed below.

There are various types of qualitative studies that relate to a variety of designs. Here
are three most popular:

CASE STUDIES are used to explore, describe, and explain a particular situation,
institution, organization, community, or historical event for a particular purpose.

Examples:

1. Case study examining how a charter school in Hawaii deals with a multi-ethnic
student population;

2. Case study examining a military officer’s issues of self-esteem while living with
multiple physical handicaps

ETHNOGRAPHIC STUDIES are a particular type of case study that uses the
anthropological approach to understand the culture of a group or organization.

Examples:

1. Study to examine the norms of a group of employees at Target and how they
proceed to further the goals of the corporation for which they work;

2. Study to determine the attitudes of bullies in a business environment and the
cultural characteristics related to their behavior.

ACTION RESEARCH

provides an attempt to solve problems or effect change in an
organization or environment in which the researcher is involved. A researcher might
document how his or her colleagues’ behavior influences the situation.

Examples:

1. Develop an analysis of the ability of the Soup Kitchens of America to attract and

ETHNOGRAPHIC STUDIES

CASE STUDIES

ACTION RESEARCH

14 | P a g e

maintain volunteers;
2. Develop a model for nursing students to promote exercise and physical fitness in

a local community.

CAUSAL/COMPARATIVE studies determine the causes of a particular phenomenon.

CORRELATION studies analyze the relationship between two factors, although it
does not attempt to prove causality.

EVALUATION studies make judgments about the merit of a program, product, or
organizational structure.

DESCRIPTIVE studies explain where your work fits in the realm of artistic works
related to your creative product.

If you are a student in the biological or physical sciences, consider selecting a simple
non-experimental design, where you can evaluate two groups of subjects, not based on
response to any treatment. Then, compare them.

You may want to visit the Research Methods Knowledge Base website for information
about experimental design at: http://www.socialresearchmethods.net/kb/desexper.php

These are just suggestions that can relate to a problem that needs to be solved, an action
that needs to be explored, or an area that has been neglected in your field. Any type of
design may be adapted to accommodate any research project, applied project, or
creative project, depending upon your study question and sub-questions.

If you plan on a Creative Project, that project will result from information and data that
you gathered from your study.

CAUSAL/COMPARATIVE STUDIES

CORRELATION STUDIES

EVALUATION STUDIES

DESCRIPTIVE STUDIES

http://www.socialresearchmethods.net/kb/desexper.php

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COLLECTING DATA THROUGH FIELD
RESEARCH

Field research refers to primary source activities related to gathering information from
actual sources like students, professors, members of the community, business leaders,
medical personnel, or any human subject related to the field you are studying. In the
world of research, there are several types of field research methods that you will be able
to use in order to collect data. The people with whom you interact will be your
participants (sometimes known as study subjects.) You may select study instruments
such as direct observation, participant observation, qualitative verbal and written
interviews, surveys, questionnaires, documents, as well as a combination of these, as
an effective way of collecting the data to answer your study questions.

Collection of Data should be based on the type of study being conducted:

1. Case Studies usually make use of interviews, observation, surveys or
questionnaires, and original (primary source) documents or artifacts.

2. Ethnographic Studies usually use observation, interviews, and original
(primary source) documents or artifacts.

3. Action Research usually involves observation, interviews, surveys or
questionnaires, and original (primary source) documents or artifacts.

Observations are made to determine what participants or subjects are doing or what is
occurring in the study environment; interviews are used to ascertain perceptions and
opinions of groups or individuals; surveys and questionnaires are compiled to gather
opinions, perceptions, and attitudes of groups or individuals, and documents or
artifacts are analyzed to provide a base for study or a framework for conclusions
(Joyner, Rouse, & Glatthorn, 2013).

Three major types of qualitative research instruments are available to you as you

WHAT IS FIELD RESEARCH?

USING QUALITATIVE

RESEARCH INSTRUMENTS

16 | P a g e

engage in a field research study: observations (direct observation, participant
observation/opinion,) qualitative interviews, and surveys/questionnaires.

In direct observation, you select a setting and view it, thus personally gathering your
data. You observe, but do not interact through any interviews or conversation with any
members of the setting. This approach may help you understand a setting, group of
people, or their behavior.

Certain advantages from direct observation:
• Collection of field notes that can be used as background data
• Data related to settings and behaviors
• Photographs of a setting in relation to your topic and assumptions

You may be a part of a community or school environment and participate in the
routines of the members of the group you are studying. This enables you to have an
understanding of the members you are studying. Through your interaction with these
participants in your study, you will gather critical data to reflect their ideas, opinions,
perceptions, and perhaps observations.

This is a field research method where you will gather your information from members
of a setting by directly asking questions resulting in data related to your study. If
possible, try to technologically record the answers (audio or video), but you must
request permission for this prior to the interview. Keep detailed notes on each
participant, using quotation marks to designate the actual wording.

Surveys are simple to deliver but difficult to design. Focus on the exact information
gathered by each question. You may ask respondents to check a box, circle an answer,
or rate a response with a numeral. Initially, introduce the survey with purpose and
instructions.

DIRECT OBSERVATION

PARTICIPANT OBSERVATION

QUALITATIVE VERBAL AND WRITTEN DATA COLLECTION

SURVEYS

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Questionnaires combine survey questions with open-ended questions, requiring the
respondent to write comments based on distinct questions or responses to fixed choice
questions. These are more difficult to tally than surveys.

• Informal Conversations: You may engage in a discussion with a participant in a
particular setting that leads to asking questions relative to the needs of the study.

• Structured Interview: You must engage the participant in advance, with the
expectations of asking specific questions to collect data. If you have numerous
interviews, you uniformly ask the same set of questions to all.

These may be open-ended questions and often lead to additional, unplanned questions,
but you are interested in as much detail as possible.

Primary sources deliver information directly from the words of an authority. Original
source material can come from letters belonging to someone, speeches you have
actually heard, eyewitness accounts from the actual witness, your own observations
during field research, interviews with professionals in the field, and data from surveys
and questionnaires.

Primary sources for a study are generally not found in books, journals, online sources,
or any other reference materials, although they may be original documents used for
analysis (Example: Declaration of Independence).

QUESTIONNAIRES

KINDS OF VERBAL AND WRITTEN D ATA

WHAT IS A PRIMARY SOURCE?

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WRITING YOUR CAPSTONE

PROJECT

All academic, professional writings must be constructed based on the conventions of
the English language. This is known as “scholarly writing.”

1. No contractions are to be used. (e.g. Don’t, can’t, shouldn’t.)
2. All words must be written with full spelling, no abbreviations. (Avoid using etc.,

the abbreviation for etcetera, meaning “and so on.”)
3. Apostrophes should be used only to show possession.
4. Active voice, rather than passive voice, should be used as much as possible.
5. Eliminate all personal pronouns, as the Capstone is not about the writer, but

about the content, the project, and the data. If you must refer to yourself, use the
following example: The researcher has found…

6. Use headings according to the requirements of the chapter. APA (American
Psychological Association) has recently changed heading formats. Look up rules
as you work.

7. All punctuation must be correctly inserted, particularly colons and semicolons.
Don’t use them until you have reviewed the punctuation rules.

8. All material taken from any source, other than the writer’s own data or
creativity, must be cited according to rules of APA.

a. When citing, make sure all periods are placed at the end of the citation,
rather than at the end of the sentence. Reader must know to which facts the
citation refers.

b. All paraphrased information must be cited, just as all quoted information
is cited.

c. All periods and commas are placed INSIDE the quotation marks.
d. Semicolons and colons are placed OUTSIDE the quotation marks.

Because of the nature of this course, all work will be organized according to APA
format. This includes organization of the research study, headings, font form and size,
structure of sections, citations and references, Standard Written English, and formal

WHAT IS SCHOLARLY WRITING?

WHAT IS ACADEMIC WRITING?

19 | P a g e

vocabulary. Use of personal pronouns (I, me, mine, my, you, your, we, us, our) are
discouraged, as research does not involve the reader and the writer. Narrative
discussions and opinion have a place in the concluding chapter, not in the introduction
and body of your study. Grammar, punctuation, and word choice reflect the tone and
voice of the manuscript. Remember your audience: they are professionals in your field
who want to learn something new from your study and expect accurate and correct
delivery.

This self-directed learning allows you to select your own topic, based on either your
academic major or interest in some concept that was not part of your coursework. Based
on these gaps that seem to appear in your knowledge, create a thesis statement to focus
your inquiry that will be the center of the literature segment of your study. Based on
this concept, you will create a major question which, when answered through collected
data, will strongly support this thesis statement. In order to answer this major question,
you will have to develop three or four sub- questions that serve as the basis for the
formulation of instruments to query your participants (study subjects).

WHAT ARE STUDY QUESTIONS?

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TYPES OF CAPSTONE PROJECT

Several kinds of capstone projects are available based on your interests or your major
academic field. Select the appropriate vehicle to allow you to produce a meaningful
study and product that can add to the body of knowledge in your field.

Now that you are approaching the conclusion to your undergraduate education, have
you felt a gap in knowledge in your discipline, perhaps created by some information
not previously addressed in a particular course, or do you wish you had learned more
about something that was briefly addressed in a course?

You may build your capstone based on an inspiration for greater knowledge of certain
subject matter, ideas, or concept. Through systematic inquiry, you will research, collect,
organize, and produce an analysis of the information from both primary and secondary
sources.

The major part of this non-experimental, qualitative study will involve field research
through interaction with people, who will be your study participants.

To fill in the gaps in your knowledge, you will need to create study questions, complete
research answers to the questions by using research instruments to gather data from
your chosen participants, report on how this data answers your study questions, and
analyze your results through five capstone chapters. The focus of this type of report is
your data, delivered to the reader through figures, such as charts and graphs that, when
analyzed, answer the questions that resulted in this study. This kind of project is
appropriate for all disciplines.

Are you an artist, musician, or writer, who has begun a creative endeavor that is
incomplete? This may be the project for you. Have you considered how other artists
create their work? What can you learn from them? What can you learn from those who

CREATIVE PROJECT

TRADITIONAL RESEARCH PROJECT

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will enjoy the results of your talent?

This capstone is a two-pronged experience. Although you will be creating an original
product, you will still have the opportunity to engage in primary research and gather
data through use of instruments such as analyses of archives, interviews and surveys,
and questionnaires. Plan to create study questions answered by your creative product,
which may include preliminary personal interaction with those professionals in your
field. This capstone makes use of the traditional research format of five chapters, but on
a much smaller scale. The major focus is the creative, original project that encompasses
the essence of your field.

In order to prepare for the product based on your talent and creativity, you must
develop questions that, when answered by either professionals in your field or
consumers of your product, will provide important insights to enable you to better
develop your creative product. The product, based on the research project, may take
the form of a play, book of poetry, short stories collection, literary analysis;
choreographing a dance; acting in a production; writing a musical composition;
presenting a photographic essay; or any additional creative endeavor. Plan on
delivering a demonstration (perhaps through YouTube or PowerPoint) or presentation
(perhaps through a guidebook or manual).

Because the course requires primary research, as a researcher, you must engage in
primary research of some kind that can lead up to your project. All creative projects
have some element of primary research to answer their sub-questions and major
question that would lead to their product. One student, knowledgeable in the Bible,
used specific Bible passages (his primary sources) to allow him to prepare a series of
sermons (his product). Another student created a segment of a symphony, but only
after she interviewed various composers who helped her answer the study’s major and
sub-questions. Another example: The student interviewed and surveyed adoptive
parents and then wrote a children’s book explaining adoption. Someone wrote a book
of poetry, but only after she spoke with other poets, recorded their information, and
followed their advice to create her poetry. Another researcher surveyed people in a
doctor’s office, interviewed eye doctors, and wrote a manual (her creative product) for
eye care, based on the research.

All capstones must involve the actual interaction with participants who provide data,

22 | P a g e

if only to examine the need for or the value of the product.

This kind of project is appropriate for students in the visual, performing, or literary arts,
as well as creative students in any area.

Examples: See Christian Music and Biblical Analysis

If you are a student in business, education, social work, or public administration, this
is a project for you. Are you looking for an answer to a problem that has bothered you
or something that you are working on in your current job? Now, you can have the
opportunity to select that problem within the context of your personal environment,
perhaps an organization, your community, or an institution. This “real” problem and
your research to answer it through this capstone will represent your ability to research,
synthesize and apply learned concepts and actions, as well as make a difference in your
life and that of others.

Your applied project will conclude with a significant scholarly report, appropriately
documented in APA format and written in Standard Academic English, that provides
answers to the project questions. Hopefully, you can deliver the results to those who
will benefit most from the data and recommendations.

Examples: See Garden Crops and Salvation Army examples.

APPLIED PROJECT

23 | P a g e

EXAMPLES OF

MAJOR QUESTION

AND SUB-
QUESTIONS FROM VARIOUS STUDENT

PROJECTS

What in the last decade has contributed to the rising number of sexual assaults in the
current US Armed Forces?

Sub-Questions:

1. What is the current operational tempo in the US military?
2. How does that tempo affect sexual assaults in the military in the 21 Century?
3. What current sexual awareness training is available for members of the Armed

Forces?
4. What is needed to improve the sexual awareness training to prevent sexual

assaults?

How can elementary teachers effectively discipline an ADHD student in such a way
that the child knows and demonstrates acceptable behavior?

Sub-Questions:
1. What are current strategies for helping these children behave?
2. Which techniques work best and which do not work and/or should be

avoided?
3. What bearing does education have on the effectiveness of the teacher’s

discipline techniques?
4. How do proper disciplinary techniques help ADHD students improve

behaviorally?
5. How does proper discipline help an ADHD student improve academically?

TRADITIONAL RESEARCH PROJECT

MAJOR QUESTION

MAJOR QUESTION

24 | P a g e

How can the lack of Christian music history resources for music teachers be remedied?
[Based on the data that answered her questions, this student created and distributed a
music guidebook to music teachers]

Sub-Questions:
1. What Christian music history resources are available to music teachers?
2. What do private music teachers believe they need in order to teach the history

of Christian music?
3. What is the best way to make these resources available to music teachers?
4. What is the best way to teach music students of many levels the history of

Christian music?

How do common garden crops compare when they are grown in the different
microclimates that occur on the north and south sides of an east-west oriented
hugelkultur?

[This student physically grew his plants in eight weeks and studied them in relation to
the different microclimates in the two locations.]

Sub-Questions:
1. How does the total quantity of harvestable material per plant compare between

crop plants grown on the north and south sides of a hugelkultur?
2. How does the individual weight of harvestable parts compare between crop

plants grown on the north and south sides of a hugelkultur?
3. How does the eating quality (flavor and texture) of edible parts compare

between crop plants grown on the north and south sides of a hugelkultur?
4. How does the visual quality of edible parts compare between crop plants

grown on the north and south sides of a hugelkultur?

CREATIVE RESEARCH PROJECT

MAJOR QUESTION

APPLIED RESEARCH PROJECT

MAJOR QUESTION

25 | P a g e

How can the Salvation Army successfully recruit, use, and retain volunteers?

Sub-Questions:

1. What motivation will initially help the Salvation Army attract and recruit
volunteers?

2. What system needs to be in place to keep the volunteers organized, on task, and
excited about the work?

3. How can volunteers accomplish various developmental goals?

CAPSTONE PROJECT: PRESENTATIONS

If you choose to produce a Creative Project, you must showcase your work in either a
PowerPoint presentation or a video presentation. Many students use YouTube as a
platform.

Although it is NOT a requirement for the Research and Applied projects, either a
PowerPoint presentation or a video presentation about your work to share with your
mentor and classmates is greatly appreciated.

MAJOR QUESTION
CREATIVE PROJECT

RESEARCH AND APPLIED PROJECTS

26 | P a g e

CAPSTONE PROJECT: FINAL REPORT

As previously noted, each type of project requires that you write a paper with a
suggested minimum number of pages in length which you must submit to your mentor.

• For information to help you produce a well-crafted capstone paper for this
course, read the article Important Information for Writing Papers, available at the
following:
https://docs.google.com/file/d/0B3Hl0w2fKCbXcm9sMmtDTFgxREE/edit?usp=sharin
g.

• The Final Project Evaluation Rubric may also help you as you prepare your
paper, and is available at the following:
https://docs.google.com/file/d/0B3Hl0w2fKCbXNEF6aDEybm5iR kE/edit?usp=sharing

Online References, Resources, and Learning Materials

•

The OWL (Online Writing Lab) at Purdue University, available at the following:
http://owl.english.purdue.edu/owl.

• The Writing Center at the University of Wisconsin-Madison, available at the
following: http://www.wisc.edu/writing/Handbook/index.html

https://docs.google.com/file/d/0B3Hl0w2fKCbXcm9sMmtDTFgxREE/edit?usp=sharing

https://docs.google.com/file/d/0B3Hl0w2fKCbXcm9sMmtDTFgxREE/edit?usp=sharing

https://docs.google.com/file/d/0B3Hl0w2fKCbXcm9sMmtDTFgxREE/edit?usp=sharing

https://docs.google.com/file/d/0B3Hl0w2fKCbXNEF6aDEybm5iRkE/edit?usp=sharing

https://docs.google.com/file/d/0B3Hl0w2fKCbXNEF6aDEybm5iRkE/edit?usp=sharing

http://owl.english.purdue.edu/owl

http://www.wisc.edu/writing/Handbook/index.html

27 | P a g e

OVERVIEW

OF

THE

COURSE

28 | P a g e

OVERVIEW OF THE COURSE

Liberal Arts Capstone is a three-credit online course, consisting of six (6) modules.
Each module includes study assignments, discussion assignments, and written
activities. Study assignments consist primarily of readings in the course textbook(s) and
in course documents and supplemental research. Module titles are listed below.

After successfully completing Module 1, do the following:

• Generate and narrow a topic appropriate to the area or discipline of choice.
• Formulate intelligent questions about the topic leading to a project.
• Select a research, creative, or applied project related to identified questions.
• Demonstrate a sense of an academic voice and sensitivity to diverse audiences.
• Expand and enhance analytical and critical reading and thinking related to the

proposed questions.
• Effectively use Standard Academic English to communicate ideas.
• Avoid plagiarism through paraphrasing strategies.
• Draft the introduction to your capstone paper.

After successfully completing Module 2, do the following:

• Synthesize ideas from multiple sources.
• Avoid premature conclusions based on insufficient evidence.
• Read critically and take relevant notes.
• Formulate responses to diverse positions expressed in source materials.
• Produce an annotated bibliography in appropriate research format (i.e., APA or

MLA, as related to specific disciplines).
• Prepare preliminary validation from current research for research, creative, or

applied project.

MODULE 1: CAPSTONE TOPIC SELECTION AND DRAFT OF INTRODUCTION

MODULE 2: LITERATURE REVIEW, ANNOTATED BIBLIOGRAPHY, AND

REFERENCES

29 | P a g e

After successfully completing Module 3, do the following:

• Discuss the meaning and importance of research perspective, research type,
and research method.

• Differentiate between research methodologies.
• Utilize research design to validate need for project.
• Demonstrate awareness of diversity of results related to personal research.

After successfully completing Module 4, do the following:

• Apply knowledge based on methodology.
• Organize and report on results of systematic study or creative process.
• Analyze related information to validate need for research, creative or applied

project.
• Develop Chapter 4 of the capstone project: a description and analysis of the

research design and conclusions that answer the study questions related to the
capstone project.

After successfully completing Module 5, do the following:

• Summarize and discuss research results.
• Summarize the answers to the study sub-questions.
• Discuss the results of data derived from the study.
• Enumerate recommendations resulting from the analysis of the study data.

MODULE 3: RESEARCH DESIGN AND METHODOLOGY

MODULE 4: RESULTS OF THE STUDY

MODULE 5: DISCUSSION AND RECOMMENDATIONS

30 | P a g e

After successfully completing Module 6, do the following:

• Assemble a formal academic paper.
• Summarize the results of your project and produce an abstract.
• Discuss your project as a culminating activity of your studies.

MODULE 6: PUTTING IT ALL TOGETHER – FINALIZING AND SUBMITTING

YOUR CAPSTONE

PROJECT

31 | P a g e

COURSE ASSESSMENT

For your formal work in the course, you are required to participate in six (6) graded
online discussions; take the ETS® Proficiency Profile test; and complete six (6) written
assignments designed to help you incrementally prepare and submit a paper on your
research project, creative project, or applied project.

Consult the course Calendar for assignment due dates.

Liberal Arts Capstone requires you to participate in periodic discussion assignments.
In addition, you are required to participate in an ungraded Introductions forum in
Module 1.

Communication with the mentor and among fellow students is a critical component of
online learning. Participation in online discussions involves two distinct assignments:
an initial response to a posted assignment and subsequent comments on classmates’
responses. Select a minimum of three students to whom you will respond. The more
input you offer, the greater value you are as meaningful class participation. Your
responses must be relevant to the content, add advice and information, and advance
the discussion. Comments such as “I agree” and “ditto” are not considered value-adding
participation. Therefore, when you agree or disagree with a classmate or your mentor,
state and support your agreement or disagreement. You will be evaluated on the quality
and quantity of your participation. Responses and comments should be properly
proofread, edited, professional, and respectful.

For additional information on online discussions, see Online Discussions in the Online
Student Handbook.

The Discussion Forum Grading Rubric is available at the following link:
https://docs.google.com/file/d/0B3Hl0w2fKCbXLTFJVVRqTWNVb28/ed
it?usp=sharing.

DISCUSSION FORUMS

https://docs.google.com/file/d/0B3Hl0w2fKCbXLTFJVVRqTWNVb28/edit?usp=sharing

https://docs.google.com/file/d/0B3Hl0w2fKCbXLTFJVVRqTWNVb28/edit?usp=sharing

32 | P a g e

Follow the directions given for each written assignment in the Module details. These
assignments are included in this text, as well. For some techniques about how to write
sentences with impact, read the article Working with Words, available at the following:
https://docs.google.com/file/d/0B3Hl0w2fKCbXTERERHhOejhDV3c/edit?usp=sharing

Assignments must be prepared and submitted electronically. Include your name at the
top of the paper, as well as the course name and code and the semester and year in
which you are enrolled. It is wise to add a typical APA formatted cover page to every
submission. Make certain your submission information on Moodle is correct and
includes both your name and assignment.

Before submitting your first assignment, check with your mentor to determine whether
your word processing software is compatible with your mentor’s software. If so, you
can submit your work as you prepared it. If not, save your assignment as a rich-text
(.rtf) file using the “Save As” command of your software program. Rich text retains
basic formatting and can be read by any other word processing program.

You are required to submit Assignment 2 to Turnitin.com, an academic plagiarism
prevention site, prior to submitting the assignment within your course space. You will
receive immediate written feedback from Turnitin regarding writing style, as well as a
plagiarism gauge with tips for proper citations. You then have the opportunity to edit
your assignment with this feedback in mind and resubmit it to Turnitin for additional
checking. Once you are satisfied with the assignment, you are required to submit within
the Moodle course space the Turnitin feedback (also known as the originality report) of
the final version, along with the project itself.

Read carefully the information found at the following link, as it will provide
instructions for this requirement: Turnitin FAQ Web Page

The course ID and password that you will need in order to create an account may be
found at the following link. Look within Step 1, locating your course ID and password

WRITTEN ASSIGNMENTS

TURNITIN REQUIREMENT FOR CHAPTER 2

https://docs.google.com/file/d/0B3Hl0w2fKCbXTERERHhOejhDV3c/edit?usp=sharing

https://docs.google.com/file/d/0B3Hl0w2fKCbXTERERHhOejhDV3c/edit?usp=sharing

http://www.tesc.edu/current-students/Turnitin-FAQs-for-Students.cfm

33 | P a g e

by semester.

Course ID and Password by Semester

This information can also be found within the document Using Turnitin for
Assignments. You can locate this document in the topic list area of your course space.

Students please note: some of the Turnitin documents will refer to using Turnitin for
the Final Project, rather than only Assignment 2. In this course, the requirement is to
submit only Assignment 2, not the final project. You have the option of submitting
any of your other assignments or the final project to Turnitin.com. Submit any
additional assignments through the slots with the optional label. However, submitting
other assignments is NOT a requirement, and you should not submit to your mentor
originality reports for these assignments.

During this course, you will be conducting research and presenting the results of that
research. You may already know how to document sources–and avoid plagiarism–but
if you need additional help, consult information in one of the following links:

The OWL (Online Writing Lab) at Purdue University:
http://owl.english.purdue.edu/owl/

The Writing Center at the University of Wisconsin-Madison:
http://www.wisc.edu/writing/Handbook/index.html

These sites will help you style and format your capstone using either MLA or APA.

For additional information on academic integrity and citing sources, see Academic
Integrity in the Online Student Handbook.

As part of your coursework, you are required to complete an assessment called the
ETS® Proficiency Profile. The test, offered through Educational Testing Service (ETS),

ETS® PROFICIENCY PROFILE

DOCUMENTATION AND

ACADEMIC INTEGRITY

https://docs.google.com/document/d/1fsKQDuNxbdIBy1Pe7NUdXdLEhOyBWp6imH31mKdJ2UE/edit?usp=sharing

http://owl.english.purdue.edu/owl/

http://www.wisc.edu/writing/Handbook/index.html

34 | P a g e

measures knowledge in the core areas of reading, mathematics, writing, and critical
thinking. It is a widely accepted standardized assessment tool that will provide the
University with important data to assess the University’s overall quality and
effectiveness in meeting the needs of our students. It serves as a valuable tool in helping
us measure progress in achieving established learning goals and evaluate the
effectiveness of our programs.

The ETS® Proficiency Profile assessment is administered in an unproctored, online
format. It should take you no longer than 45 minutes to complete. The confidentiality
of your responses and scores will be protected. Your individual score will not be
recorded, but you will receive 2% of your overall grade for completing the assessment.
Consult the course Calendar for the due dates for taking this test.

For more information on the ETS® Proficiency Profile and how to access the test, see
the ETS® Proficiency Profile Test section of the course Web site.

Your grade in the course will be determined as follows:

• Online discussions (6)—23 percent
• Written assignments (5)—45 percent
• ETS proficiency profile—2 percent
• Capstone project—30 percent

All activities will receive a numerical grade of 0–100. You will receive a score of 0 for
any work not submitted. Your final grade in the course will be a letter grade. Letter
grade equivalents for numerical grades are as follows:

A = 93–100 C+ = 78–79
A– = 90–92 C = 73–77
B+ = 88–89 C– = 70–72
B = 83–87 D = 60–69
B– = 80–82 F= BELOW 60

To receive credit for the course, you must earn a letter grade of C or better (for an area

GRADING AND EVALUATION

35 | P a g e

of study course) or D or better (for a non-area of study course), based on the weighted
average of all assigned course work (e.g., exams, assignments, discussion postings, etc.).

To succeed in this course, take the following steps:

• Read carefully the entire Syllabus, making sure that all aspects of the course are
clear to you and you have all the materials required for the course.

• Take the time to read the entire Online Student Handbook. The Handbook
answers many questions about how to proceed through the course and how to
get the most from your educational experience at Thomas Edison State
University.

• Familiarize yourself with the learning management systems environment—how
to navigate it and what the various course areas contain. If you know what to
expect as you navigate the course, you can better pace yourself and complete the
work on time.

• If you are not familiar with web-based learning, be sure to review the processes
for posting responses online and submitting assignments before class begins.

• To stay on track throughout the course, begin each week by consulting the course
Calendar. The calendar provides an overview of the course and indicates due
dates for submitting assignments, posting discussions, and scheduling and
taking examinations.

• Check Announcements regularly for new course information.

Students at Thomas Edison State University are expected to exhibit the highest level of
academic citizenship. In particular, students are expected to read and follow all policies,
procedures, and program information guidelines contained in publications; pursue their
learning goals with honesty and integrity; demonstrate that they are progressing
satisfactorily and in a timely fashion by meeting course deadlines and following outlined
procedures; observe a code of mutual respect in dealing with mentors, staff, and other
students; behave in a manner consistent with the standards and codes of the profession
in which they are practicing; keep official records updated regarding changes in name,

STRATEGIES FOR SUCCESS

ACADEMIC INTEGRITY

36 | P a g e

address, telephone number, or e-mail address; and meet financial obligations in a timely
manner. Students not practicing good academic citizenship may be subject to disciplinary
action including suspension, dismissal, or financial holds on records.

Thomas Edison State University expects all of its students to approach their education
with academic integrity—the pursuit of scholarly activity free from fraud and
deception. All mentors and administrative staff members at the University insist on
strict standards of academic honesty in all courses. Academic dishonesty undermines
this objective. Academic dishonesty can take the following forms:

• Cheating, in its various forms;
• Gaining or providing unauthorized access to examinations or using

unauthorized materials during exam administration;
• Submitting credentials that are false or altered in any way;
• Plagiarizing (including copying and pasting from the Internet without using

quotation marks and without acknowledging sources);
• Forgery, fabricating information or citations, or falsifying documents;
• Submitting the work of another person in whole or in part as your own

(including work obtained through document sharing sites, tutoring schools, term
paper companies, or other sources);

• Submitting your own previously used assignments without prior permission
from the mentor;

• Facilitating acts of dishonesty by others (including making tests, papers, and
other course assignments available to other students, either directly or through
document sharing sites, tutoring schools, term paper companies, or other
sources;)

• Tampering with the academic work of other

students.

Please refer to the Academic Code of Conduct Policy in the University Catalog and
online at www.tesc.edu.

Thomas Edison State University takes a strong stance against plagiarism, and students

ACADEMIC DISHONESTY

PLAGIARISM

http://www.tesc.edu/academics/catalog/Academic-Code-of-Conduct.cfm

http://www.tesc.edu/

37 | P a g e

found to be plagiarizing will be severely penalized. Using someone else’s work as your
own is plagiarism. If you copy phrases, sentences, paragraphs, or whole documents
word-for-word—or if you paraphrase, yet use the authors’ wording and sentence
structure, although changing a word here and there, even though you have cited the
author, not citing the author, or not identifying wording as a direct quote, then you are
plagiarizing. Unintentional plagiarism is as much an offense as intentional plagiarism.
Please keep in mind that this type of identification applies to all Internet sources, as well
as to print-based sources. Copying and pasting from the Internet, without using
quotation marks and without acknowledging sources, constitutes plagiarism. (For
information about how to cite Internet sources, see Online Student Handbook > Academic
Standards > “Citing Sources.”)

Accidentally copying the words and ideas of another writer does not excuse the charge
of plagiarism. It is lazy to jot down notes and ideas from many sources, then write your
own paper, without knowing which words are your own and which are someone else’s.
It is more difficult to keep track of every source. However, the conscientious writer,
who wishes to avoid plagiarizing, never fails to keep careful track of sources. Always
be aware that if you write without acknowledging the sources of your ideas, you run
the risk of being charged with plagiarism.

Clearly, plagiarism, no matter the degree of intent to deceive, defeats the purpose of
education. If you plagiarize deliberately, you are not educating yourself, and you are
wasting your time on courses meant to improve your skills. If you plagiarize through
carelessness, you are deceiving yourself.

First-time incidents of academic dishonesty concerning plagiarism may reflect
ignorance of appropriate citation requirements. Mentors will make a good faith effort to
address all first-time offenses that occur in courses. In these cases, the mentor may
impose sanctions that serve as a learning exercise for the offender. These may include
the completion of tutorials, assignment rewrites, or any other reasonable learning tool,
including a lower grade when appropriate. The mentor will notify the student by e-
mail. Decisions about the sanctions applied for subsequent plagiarism offenses or other
violations will be made by the appropriate dean’s office, with the advice of the mentor
or staff person who reported the violation. The student will be notified of the decision

DISCIPLINARY PROCESS

38 | P a g e

via certified mail. Options for sanctions include the following:

• Lower or failing grade for an assignment
• Lower or failing grade for the course
• Rescinding credits
• Rescinding certificates or degrees
• Recording academic sanctions on the transcript
• Suspension from the University
• Dismissal from the University

The OWL (Online Writing Lab) at Purdue University, available at the following:
http://owl.english.purdue.edu/owl.

The Writing Center at the University of Wisconsin-Madison, available at the
following: http://www.wisc.edu/writing/Handbook/index.html.

ONLINE REFERENCES, RESOURCES, LEARNING MATERIALS

http://owl.english.purdue.edu/owl

http://www.wisc.edu/writing/Handbook/index.html

39 | P a g e

PREPARING

THE
CAPSTONE

40 | P a g e

PREPARING THE CAPSTONE

Now that you have a picture of primary and field research, as well as the types of
research projects available to you, begin with a review of such skills as summarizing
and paraphrasing information.

STEP 1: Practice summarizing material that can serve as background for your study.
You will need this skill throughout your collecting of information and transmitting it
to a reader.

STEP 2: Review paraphrasing and citing sources of both paraphrases and quotations to
prepare for writing and referencing the text of your project. This is particularly
necessary for Chapter 2, Literature Review.

STEP 3: Study APA referencing and APA report formatting, including title page and
running head. Because this course requires use of APA style, and many university
students have been exposed only to MLA, you will need an intense study of correct
formatting and preparing a formal APA report. Even if you are developing a creative
project that uses MLA, your five research chapters are prepared in APA format. Your
creative project, alone, may use MLA format, if appropriate.

STEP 4: Select a topic to be studied, develop an argumentative thesis statement to reflect
your assumptions, and create a major question you will answer through field research.
In order to answer this major question, you will create approximately three or four sub-
questions that, when answered through primary and field research, will provide
research conclusions.

STEP 5: Keep a research journal of your ideas and the comments of your classmates
who have offered suggestions through the Discussion Board responses in Week 2.
Develop an outline and guide to your performance as a researcher, so you will have a
structure in place for your weekly activities.

STEP 6: Prepare Chapter 1, Introduction, to serve as a proposal and prelude to your
final project. This is where you introduce your major question and sub-questions, as well

OVERVIEW AND ORGANIZATION OF COURSE ACTIVITIES

THE TWELVE-STEP PROGRAM

41 | P a g e

as the reasoning behind your study. This is the “HERE IS WHAT I AM DOING” chapter.

STEP 7: Develop Chapter 2, Literature Review, a multiple source essay to introduce
previous research on your topic. This is a basic research paper in your field, supported
by a minimum of 10 references, in addition to a five- source annotated bibliography.
This section informs the reader of current information already published on your topic
and gives validity to the importance you have placed on your topic. This is the “WHY
OTHERS FEEL THIS TOPIC IS IMPORTANT” chapter.

STEP 8: Create Chapter 3, Methodology, a description of your methods of collecting
data from your study participants through two or three instruments. This data will
answer your sub-questions, which will then answer your major question. The step-by-
step description will enable another researcher to walk in your shoes to replicate your
study. This is the “HOW I CONDUCTED MY STUDY” chapter.

STEP 9: Deliver in Chapter 4, Results of the Study, results of your field research and
show the data that answers each sub-question. Here, you will use figures and tables in
the form of charts and graphs, as well as pictures to show visual results of your study.
Each figure or table will be followed by a narrative that describes the actual data. This
is the “WHAT I HAVE DISCOVERED FROM FIELD RESEARCH” chapter.

STEP 10: Summarize in Chapter 5, Discussion and Recommendations, the entire
project and discuss the answers to each sub-question and how they eventually have
answered the major question. In Section 5, you will explain HOW the sub-questions
answer your major question.

This is the “SO WHAT? I DID ALL THIS WORK; NOW, WHAT DOES IT MEAN?”
chapter.

STEP 11: Return to Chapter 1 and 3 to make certain you have revised the early ideas
that probably used the future tense. Now, convert these verbs to past tense, as you have
completed the actions.

STEP 12: Refer to Front Matter and Rear Matter and create an entire document that
presents your Capstone project. SUBMIT it to your mentor and celebrate. You have
accomplished a significant achievement. Congratulations!

42 | P a g e

This is the most difficult part of the Capstone course, deciding on a topic and selecting
the major and sub-questions that will enable you to achieve your goals. Select a topic
you feel passionate about, something that has meaning to you, either personally or
professionally.

In addition to choosing a topic about which you care, you may also benefit from
choosing one relevant to your work environment/field of experience. This is definitely
worthwhile, as it will give you that extra backup to be able to interpret and answer your
research questions, as well as, potentially, using this Capstone project as part of your
professional portfolio.

The major question should reflect the results of this entire endeavor. It drives your sub-
questions and culminates in a strategic plan to answer your question or solve a
problem.

Select the major question that provides the most value to your personal and
professional life. Do not underestimate the importance of selecting sub-questions. Pay
very close attention to how each sub-question will help you answer your major
question. Then, select sub-questions that provide data you will need to answer the
major question most effectively, not those in which you are most interested.

Do not expect to find the answers to all your sub-questions. You may have to tweak the
questions, allowing the results to mesh with your intent. Here are some more examples.

How do parents of children with Sickle Cell Disease cope with their children’s illness?

Sub-Questions:

SELECTING A CAPSTONE TOPIC

TRADITIONAL PROJECT

MAJOR QUESTION

TIPS FOR SELECTING YOUR MAJOR QUESTION AND SUB-QUESTIONS

43 | P a g e

1. What impact does stress have on parents?
2. What coping strategies do parents of children with SCD use?
3. How does Complementary and Alternative Medicine (CAM) therapy help

parents?
4. How does CAM alleviate children’s SCD symptoms?
5. What impact does education have on the ability for families to help children with

SCD?

How can body language be adequately interpreted by a listener?

Sub Questions:
1. What are meanings behind gestures that speakers use?
2. What are the common misconceptions about certain body movements?
3. How do men and women’s body language differ from each other?

How does the researcher’s interpretation of the Bible disagree with 21st-century
interpretations of the Bible?

Sub-Questions:

1. What is the researcher’s interpretation of the Bible?
2. What are the 21st-

century interpretations of the Bible?

3. What disagreements are observed between the researcher’s interpretation of the

Bible and the 21st-century interpretations of the Bible?

How can piano teachers improve self-regulating practice habits among students?

Sub-Questions:

1. What type of practice goals do students respond to best?
2. How do students perceive practice instructions?

CREATIVE PROJECTS

MAJOR QUESTION
MAJOR QUESTION
MAJOR QUESTION

44 | P a g e

3. What incentive programs work best to improve student practice?

How can deaf/hard-of-hearing people benefit from communication technology?

Sub-Questions:

1. What communication technologies are deaf/hard-of-hearing people aware of?

2. What role does communication technology play in the daily life of the

deaf/hard-of-hearing?

3. How can communication technology be used more effectively by the

deaf/hard-of-hearing?

How can parents prepare for their foster care journey?

Sub-Questions:

1. What daily struggles do foster parents face?
2. How does being a foster parent affect personal finances?
3. What are the advantages of being a foster parent?
4. What are the disadvantages of being a foster parent?

Remember: Your capstone is not a course research paper or a literary report; it is a
research study. All studies involve participants or subjects. The major difference is the
number of study subjects and the amount of data used. In a research project, the data is
primary. In a creative project, the data is secondary.

Regardless of the type of capstone you are planning, settling on which questions to
answer is the base of your capstone project. Once you have organized and revised your
sub-questions that answer your major question, you are on the road to success.

Keep in mind the methods you will have to use to gather the data to answer your sub-
questions. If the sub-questions are too broad, you will not find participants capable of
answering them. If the sub-questions are too narrow, you will not have sufficient data

APPLIED PROJECTS

MAJOR QUESTION
MAJOR QUESTION

45 | P a g e

to answer them. A comfortable, middle-of-the-road structure is necessary to enable you
to achieve your goal.

Do not expect to immediately find the answers to all your sub- questions. You may have
to tweak the questions, allowing the results to mesh with your intent.

Do not get discouraged!

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DEVELOPING

THE

PROPOSAL

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CAPSTONE CHAPTERS

DEVELOPING THE PROPOSAL

Consider the first three chapters your research proposal in the formative stage.)

This chapter, actually a combination of elements, serves as the proposal to your
Capstone project. As described in Module 1 of the online course platform, it provides
the overview of the first three chapters of your Capstone. Imagine another researcher
interested in what you have accomplished, who will someday replicate your study to
add to the information you have already presented. That is the biggest compliment a
researcher can have, someone using your conclusions to add to the body of knowledge
in your field.

Consider your first draft a working proposal presented in the future tense. Submit it in
that form, but remember to eventually return to revise and convert the verbs to past
tense, to reflect your finalization of the chapter.

Introduction to the Chapter: Do not use this heading, as the entire chapter is identified
as Chapter 1: Introduction. Your purpose is to provide just enough information to
present the picture of the entire project through summary-type sections. Begin with one
or two paragraphs that describe your purpose without specificity. Each section is
introduced by a specific heading.

APA Style uses a unique headings system to separate and classify paper sections. There
are 5 heading levels in APA. The 6th edition of the APA manual revises and simplifies
previous heading guidelines. Regardless of the number of levels, always use the
headings in order, beginning with level 1. The format of each level is illustrated below:

APA LEVELS OF HEADINGS

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APA Headings
Level Format
1 Centered, Boldface, Uppercase, and Lower Case Heading
2 Left-aligned, Boldface, Uppercase and Lowercase Heading
3 Indented, boldface, lowercase heading with a period. Begin body text

after the period.
4 Indented, boldface, italicized, lowercase heading with a period. Begin

body text after the period.
5 Indented, italicized, lowercase heading with a period. Begin body text

after the period.

Thus, if the article has four sections, some of which have subsections and some of which
do not, use headings depending on the level of subordination. Section headings receive
level one format. Subsections receive level two format. Subsections of subsections
receive level three format. See the box below.

NOTE: In APA Style, the Introduction section of each chapter never gets a heading and
headings are not indicated by letters or numbers. Levels of headings will depend upon
the length and organization of your paper. Regardless, always begin with Level One
headings and proceed to Level Two, etc. (Purdue Online Writing Lab. APA headings
and seriation. 17 Nov. 2014. https//owl.english.purdue.edu/owl/resource/560/16/)

Example of the Headings of a Paper

Method (Level 1)

Site of Study (Level 2)

Participant Population (Level 2)

Teachers. (Level 3)

Students. (Level 3)

Results (Level 1)

Spatial Ability (Level 2)

Test one. (Level 3)

Teachers with experience. (Level 4)

Teachers in training. (Level 4)

Test two. (Level 3)

Kinesthetic Ability (Level 2)

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CHAPTER 1: INTRODUCTION

Regardless of what type of capstone project you choose to produce, you must submit
an associated paper. For this assignment, you are required to develop and submit a
draft of the first chapter of your capstone paper, Chapter 1: Introduction.

This should be a draft only. Later in the course, you will finalize this particular chapter
as part of your work in Module 6.

Organize your draft according to the outline below. In at least one solid paragraph for
each subheading, prepare the following, using these headings in their proper format.
Major headings are always centered and bold, but not all in capital letters. These serve
as a title. The rest of this section is formatted as your manuscript should be for Chapter
1.

To introduce this chapter, reveal your topic, state the gap in knowledge, creative
process or problem, etc. that you are researching, investigating, or showcasing, and tell
the reader what to expect. This need not be longer than a few paragraphs. State the
problem and tell the reader what to expect in the rest of the chapter. Be direct and
pointed in your information.

Relate only to societal, business, or artistic factors–NO personal factors. You might
want to present the social factors that have created this problem and explain why the
investigation and resolution of the problem are important. Include briefly any
professional developments that have impacted the situation thus resulting in the need
for the study. You may also include any historical background relevant to your main
question. Use referenced material to validate your background information and cite
everything in APA format. This need be only a few paragraphs, as Chapter 2 will
present additional information on your topic.

BACKGROUND

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This need be only a paragraph in length. Explain to the reader what the problem entails.
How is it a problem needing correction or evaluation? Identify the gap in knowledge or
the creative aspect of the problem. Next, post a sub-heading Major Question. Ask the
major question you are going to answer through your capstone project. Beneath that,
post the sub-questions to be studied in order to answer the major question. The
optimum number of sub-questions is 3-4. (See examples). The data from these sub-
questions will be used to answer the major question. You will be able to copy and paste
these questions at the end of the introduction to each chapter.

Respond to the internal question: “Why did I bother to produce this particular project?”
Be specific in relation to the need for this data and why it is important. You may want
to include previous studies that have answered similar problems or even conflicting
data. Why is this of value to anyone? Consider how your study’s results will advance
the knowledge in your field. This need be only about a page, but be sure to include cited
information, where appropriate.

How do you expect to proceed in order to answer your sub-questions? These sub-
questions answer the major question for you. Ask yourself, “If I were reading this
chapter, what do I need to know about how the researcher is conducting the study,
what methods and instruments he or she is using, and what type of study this
represents.” This need be only a few paragraphs, as a detailed description will follow
in Chapter 3.

NOTE: If you are thinking about using surveys or questionnaires, check first with your
mentor. Only 10% return is typical for a mass distribution to a random public, and the
time it takes to devise such instruments combined with the amount of time it will take
to received them back and analyze the results might not give you enough time to
complete your project by the end of the semester. Consider using these instruments
with a population you have accessible to you. Examine www.Surveymonkey.com for

PROBLEM STATEMENT

PROFESSIONAL SIGNIFICANCE

OVERVIEW OF METHODOLOGY

http://www.surveymonkey.com/

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ideas, format, and development of these surveys.

Separate each under its particular heading.

DELIMITATIONS reflect the boundaries of your project, not the flaws or problems in
your study or methods. Consider what the reader needs to know about the nature of
your study, as well as the size of your sample, the particulars related to the setting, and
even the time period in which you conduct your research.

LIMITATIONS reflect the problems you, as the researcher, anticipate having. You can
include what you perceive as weaknesses and situations that may impede your
collection of data.

(This section will be revised after you complete Chapter 4).

Consider your audience; the readers may not know what you mean by the terms you
use. They may be technical terms or ordinary words you are using in a specialized way.
Do not use dictionary definitions. These terms are particular to your project. Explain
them in alphabetical order.

All the chapters in your paper, including your introduction, must have a concluding
paragraph that serves as a summary. Do not add any new ideas or information to the
summary.

DELIMITATIONS AND LIMITATIONS

SUMMARY

DEFINITION OF TERMS

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CHAPTER 2: LITERATURE REVIEW

The purpose of this chapter stems from the need to demonstrate and validate the
importance of your topic and the major question you have presented, as well as the
answers to your sub-questions.

In essence, this chapter is nothing more than a research paper on your topic. It should
not include any personal opinions or thoughts. Look for information on prior studies,
demonstrations, presentations, etc., to which your work will add information in a
qualitative way.

This chapter includes has two parts, a review of the literature you have explored for
your final project and an annotated bibliography of the sources listed.

Avoid collecting research data and articles by the dozens. They all may seem useful but
may be repetitive and time-consuming, without offering new, fresh content. Set up a
time schedule and allow yourself only a block of time for research. Consider this portion
of the Capstone a “mini-research report,” with the purpose of validating the need for
your study.

Scholarly studies and academic sources are necessary for this chapter. Do not use
Wikipedia or any student papers as sources. They will invalidate your information. This
is an intensive analysis of information previously developed by other professionals in
the field. Do not select one source and summarize it to deliver information. Begin with
an introductory paragraph. Select headings, according to APA format, to separate
content in the chapter. Each paragraph must relate to that heading and have a valid
topic sentence that reflects the nature of the thesis statement. Cited information by at
least two different sources must support that topic sentence. Each paragraph must
have a concluding sentence as well.

REMEMBER: Each paragraph in Chapter 2 must have citations for all information taken

PART I AND PART II

TIPS FOR COLLECTING AND CITING RESEARCH MATERIAL

53 | P a g e

from any outside source. No personal opinions or personal comments may be included.
No personal pronouns can be interjected here. Only 10% of the chapter (maximum)
should involve quotes, which must be cited in proper APA format with page numbers;
all paraphrased material must be cited. Use APA for all, including creative or literary
topics, which typically use MLA format. This is the research component of the study,
regardless of the topic. This type of investigation requires APA, but creative products
may use MLA, in the final product, where appropriate. Do not use Chicago School or
any hybrid style of citations.

Keep in mind this chapter is the only one that must be examined through Turnitin.

Reference literature at the beginning of the study (this will be in Background of Chapter
1) to document or justify the importance of the research problem.

1. Do not discuss the literature at length in the introduction to this chapter.
2. At the end of the study (this will be in Chapter 5), cite the literature again to serve

as a contrast and comparison with major findings of the study.
3. In the final capstone paper, you should have a minimum of 15 scholarly sources

in your References/Works Cited. You should have approximately 30 in-text
citations used to reference content.

1. Select relevant literature and summarize information that highlights important
elements. Put them on note cards and identify not only the citation information
but the page number of the information. Extract the following from the
literature:

a. Information related to major question and sub-questions;
b. Studies that have been done related to questions;
c. Analysis of studies and information related to questions;
d. Descriptions.

2. Write out complete citations for the summaries. Develop headings according to
APA format.

DEVELOPING THE LITERATURE REVIEW

USE OF LITERATURE WITHIN THE CAPSTONE STUDY

HELPFUL STRATEGIES FOR ORGANIZING THE LITERATURE REVIEW

https://docs.google.com/file/d/0B3Hl0w2fKCbXcjVBLVFSUzRvTWs/edit?usp=sharing

54 | P a g e

You may use a combination of these types of reviews:

THEMATIC REVIEW: Identify a theme and cite literature to document the theme. Deal
with only the major ideas and results that support the thesis.

STUDY-BY-STUDY REVIEW: Detailed summary of studies, discussions, analyses,
grouped under a broad theme. Use subheadings to reflect themes and major divisions.

Typically, literature reviews for proposals run about 10 pages. Try not to go back
beyond 10 years for your sources, focusing rather on more recent information. Attempt
to find original research, rather than studies reported on by others.

All writing must be error-free in both organization and writing skills. Typographic
errors, spelling mistakes, or grammatical or punctuation errors detract from the
professionalism of the Capstone. Standard Academic English is required. If you have
problems with your writing, have someone proofread your work, before you submit it,
for APA or MLA format in style and organization. In-text citations and the References
(for APA) or Works Cited (for MLA) page must be PERFECT.

Note that all business, science, and social science disciplines, as well as those developing
a creative product, must use the APA format for citations.

Your draft of Chapter 2 should be structured according to the outline given below,
which lists the different subheadings you need to include. Consult the explanations
given for guidance regarding what information to include under each of these
subheadings.

Write and submit a draft of Chapter 2, the Literature Review, including headings
appropriate to the content. Take notes from the sources and organize them according to
content themes.

Do not label this as introduction, as latest APA format requires only indented
INTRODUCTORY PARAGRAPH

FORMAT AND STYLE

PART I OF MODULE 2: LITERATURE REVIEW

55 | P a g e

paragraph.

Begin with an introductory paragraph and place the informative thesis statement at the
end of that first paragraph. The thesis statement is the major focus of the literature
review chapter. All paragraphs relate in some way to that thesis statement.

These are labeled according to your content, separating information based on your own
headings. Use APA format for all internal headings.

Each body paragraph must begin with a topic sentence and end with a concluding
sentence. Every paragraph must contain information you have read in sources. The
quotes in Chapter 2 should comprise no more than 10% of the entire chapter. Every
paragraph must have citations for all paraphrased information. Do not use any of your
own opinions or experiences. This is purely information from researched sources.

This may be labeled Conclusion or Summary.

End with a concluding paragraph that begins with a restatement of your thesis sentence
that you used in the introduction. Add nothing new to the conclusion. It is a summary
of the body paragraphs.

Alphabetize all your references according to APA format, using hanging- indent
(opposite of paragraph style indenting) to list the sources you actually used. This
element completes Chapter 2, although reference page will eventually become part of
Rear Matter, upon the conclusion of the Capstone.

BODY PARAGRAPHS

CONCLUDING PARAGRAPH

Example of book reference using hanging-indent

Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New

York: Henry Holt and Company.

REFERENCES

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NOTE: Beware of inadvertent plagiarism. Do not use any wording or phrasing from the
authors of your sources unless you place the words in quotation marks. Every idea
MUST be cited, regardless of how you paraphrased the information. Please focus on the
guidance provided by the OWL Web Site. You will be held responsible for the writing,
as well as the content of this chapter.

Review punctuation, especially semicolons. If you do not know how to use them, don’t!
Review comma rules. Every comma has its own rule. Know why you are using them.
Be sure to revise your work several times. Read all pages aloud to yourself and hear
what you write. If you feel you cannot follow the wording yourself, have another person
READ ALOUD to you. Always share your work with another pair of eyes, as he or she
will catch errors you missed. That is common practice among writers, particularly of
scholarly work.

Prepare an Annotated Bibliography of sources based on the references you used for Part
I: Literature Review. For an example of what this involves, see page 62.

• Use APA format to create the annotated bibliography. See the Purdue University
Online Writing Lab [OWL] website at http://owl.english.purdue.edu/owl/ for
format information.

• When using APA format, title this page Annotated Bibliography
• Place your Annotated Bibliography at the end of Chapter 2 (at this point). This

will eventually become part of the References (APA) that will be placed at the
end of Chapter 5 of your Capstone project.

• Annotated bibliographies contain two elements: (1) the actual reference in APA,
(2) the annotation, itself.

• An annotation has two elements: 1) a summary that
explains in several sentences some of the main ideas
in the text, (2) your own sentence or two that reveals
how the information from the source relates to your
topic or thesis statement.

• The entire section is double spaced, throughout.

PART II OF MODULE 2:

ANNOTATED BIBLIOGRAPHY

http://owl.english.purdue.edu/owl/

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Example of an

Annotated Bibliography

Annotated Bibliography

Abushanab, B. & Bishara, A. (2013). Memory and metacognition for piano melodies: Illusory

advantages of fixed – over random-order practice. Memory and Cognition, 41 (6), 928-937. doi:

10.3758/s13421-013-0311z

This study reviewed the differences between fixed and random order practice schedules and applied

them to the area of music, seeking to determine whether participants placed their confidence in the

more effective method of practice. Tests were given immediately after and two days after the practice

session. The results show that participants incorrectly believed that fixed-order practice was more

effective. This information impacted the design of my handbook for music teachers.

Beaumont, R. (2011). Take note: Developing an organized practice system for piano lessons. Clavier

Companion 3 (3), 56-58.

This brief article suggests one possible system for organizing a student practice notebook, giving

several examples for teachers to visualize what it should look like. The system breaks down

assignments into three parts, avoiding the use of a practice log. This information provided a systematic

way to organize student practice notebooks, part of my final research product.

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CHAPTER 3: METHODOLOGY

This chapter concludes the Research Design Proposal segment, which, after further
revisions, will become Chapter 3: Methodology, the description of your research
design.

The chapter cannot be finalized until the actual research has been completed as your
actual activities to collect data are described in Chapter 4. You will have to return to
Chapter 3 and revise a final draft before you submit the final Capstone.

At this stage, you should be making an initial determination of the following: research
perspective, research type, and research method you will use when producing your
Capstone report.

This refers to the specific plan you will use to study your problem and answer your
major question.

Will you be using quantitative, qualitative, or a combination of the two?

1. Quantitative: This is generally an experimental design to search for
relationships through numerical measurement. This does not lend itself to the
kinds of research you are currently engaged in, as it requires significant
amounts of time and statistical data evaluation.

2. Qualitative: This type depends on data based on perceptions and will “…focus
on meaning and understanding and take[s] place in naturally occurring
situations (McMillan, 1996, as cited in Glatthorn & Joyner, 2005, p. 40). Any
research of this nature usually is considered field research, including case study
design, ethnographic research, and action research. The researcher is looking for
realities based on context, situations, and meaning (Glatthorn & Joyner, 2005).

Qualitative research usually consists of one or more of the following perspectives. A
researcher may use a combination of these perspectives to gather data.

BRIEF OVERVIEW OF ESSENTIAL RESEARCH CONCEPTS

RESEARCH STRUCTURES:

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CASE STUDY RESEARCH. This describes a study of a particular situation which allows
the researcher to “narrow down a very broad field of study into one easily researchable
topic” (Shuttleworth, 2014). You can study a particular situation within a large topic.
This is helpful in examining real-world situations, where, although your data may not
answer a question completely, you may recommend to future researchers possible,
further analysis of the topic.

Example: Examining a school that is using a particular curriculum design or a
corporation formulating a new method of delivering merchandise.

ETHNOGRAPHIC RESEARCH. This tool can be used to describe a culture with the
researcher’s goal of “…understanding how other people see their experience” (Spradley,
1979, p. iv). He states further, “rather than studying people, ethnology means learning from
people” (p. 3). This design is helpful for anyone studying the needs of a particular group
based on experiences and points of view.

Example: Studying a group of children who have been bullied at school or a group of
diabetics in need of counseling.

ACTION RESEARCH. This research perspective attempts to study and analyze data to
improve an organization’s performance or the quality of a practice. A kind of inquiry
design, it is often used by researchers who want to improve their own behaviors or
performance. It can be a reflective, assessment tool that leads to new approaches, make
decisions, test new ideas or materials, and assess the effectiveness of new approaches.

Example: Studying a group of actors and analyze how they can improve their
performance or a group of educators who have new test protocols that have not yet been
evaluated.

Begin by establishing the goals of your research. Decide in advance what you will need
to know to answer each sub-question, and which the best vehicles to deliver those
answers are. Consider at least two different instruments to provide data. Every element
must relate in some way to your sub-questions or you will be wasting your time. If you
have too many questions, that may indicate the study is too broad; if you have too few,
your study may be too narrow. Rethink your sub- questions carefully. They drive the

RESEARCH INSTRUMENTS

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field research questions.

These specific instruments will allow you to collect data for any qualitative study.

INTERVIEWS. Face-to-face activity is a traditional method of gathering data. You can
be selective and interact with the participant, even to explain something he or she cannot
understand. Get permission in advance from those you wish to meet. Remember that
people can be reluctant to meet with you, as time constraints may impede their and your
activities. Be certain to assure the participants that personal identification and all
answers are anonymous, and you plan to use fictitious names related to any study
subjects or places.

OBSERVATIONS. Depending upon your sub-questions and your goals, this may serve
a significant purpose. Always ask permission in advance and offer the study subjects
the opportunity to see the results of your observations. Develop lists of behaviors and
actions that reflect your sub-questions’ needs.

SURVEYS. This is a valuable tool for collecting opinion-type data from a large group.
Decide on your target audience. Results are easily accessible and can be easily retrieved
through use of technology. Attempt to gather as many surveys as possible, as the
average mailed survey return rate is about 10%. Avoid having too many questions on a
survey; use simple yes/no or scaled answers such as are provided on a Likert scale (Very
much, somewhat, little, none). Accuracy of data is difficult, as there is no way to achieve
100%, but results can establish a context from which assumptions can be made and
projected, as a representation of opinion.

QUESTIONNAIRES. These are very similar to surveys, but they offer the flexibility of
adding short, written responses beyond the bubbling of an answer. Each additional
response will be categorized and used to answer sub-questions. Keep the questionnaire
as short as possible. Be careful not to overwhelm yourself and your participant with
data.

PRIMARY SOURCE DOCUMENTS. Documents are used as a base from which
information can be gleaned. Only particular kinds of questions can be answered by
analyzing a primary source document. This depends on the study and the sub-questions
asked. Unless you are basing your major question on a document, do not consider this
instrument.

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YES/NO QUESTIONS. These leave little information to be determined by answers. They
may serve as a starter for multiple choice questions or questionnaires.

MULTIPLE CHOICE QUESTIONS. They allow for many different answers that include
a “do not know” or “do not wish to answer” questions. These kinds of answers can also
add to assessment, depending upon the purpose of the study. The form is easy to fill
out and easy to score. It is useful for large groups of participants.

SCALE OR RATING QUESTIONS. This is more open-ended than multiple choice
questions, as it allows for extreme views at both ends of the scale. This may be more
difficult to analyze.

INTERVIEW QUESTIONS. These ask for opinions and must be completely open-ended,
thus the participant can respond in any way. Neutral questions should be presented to
avoid leading the participant into a particular answer. The major problem is how to
analyze such answers without a numerical scale.

Add a cover letter to a survey and questionnaire to explain what you are doing, how to
fill in the instrument, and how to return it. Introduce yourself; explain reasons for this
research, how results will be used, and how you can be contacted if the respondent has
any questions.

Try to group questions according to topics, which enables participants to answer more
easily.

Consider the importance of the order in which you ask questions. Begin with the most
relevant questions first. Questions should be easy to understand, presented in clear
English, and delivered in a friendly, non-threatening way. Test your questions on a
small group prior to delivering them to participants, and using honest feedback, you
can make adjustments. Plan a numerical way you can assess the interview answers
(Shuttleworth, 2014).

After making an initial determination of which perspective, type, and instruments are

TYPES OF QUESTIONS

GENERAL ADVICE

62 | P a g e

best suited for your purposes, you will begin to develop your research design, a specific
plan for studying the research problem that has been identified. Analyze your own
capacity, the resources you expect to use, and the importance of the problem you have
identified in Chapter 1. Make certain all elements coordinate.

Picture someone reading your Capstone and preparing to replicate your exact study. This
scholar wants to walk in your shoes and do EXACTLY what you did to collect data. The
steps leading to the discovery of the answer to each sub-question should be clearly
enumerated. Each separate sub question must be described in its own way. Make the job
of replication as easy as possible for the scholar who wishes to extend your research.

Explain exactly how you went about developing your product. Picture someone trying
to emulate what you have done. You have no data, but you certainly can give advice to
budding artists, writers, or musicians.

You will develop your research design proposal according to the outline given below.

Content from this research design proposal will represent the formation of Chapter 3,
which you will write following the actual execution of the design. Submit your research
design proposal in the following format:

TIPS FOR REPORTING ON METHODS OF DATA COLLECTION

FOR RESEARCH AND APPLIED PROJECTS:

FOR CREATIVE PROJECTS:

DEVELOPMENT AND STRUCTURE OF CHAPTER 3

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Example of Chapter 3

Chapter 3:

Methodology

Begin the chapter with a paragraph that gives a general general introduction. Assume the reader has not
read previous chapters and needs to understand the topic context and importance. Then, identify your
research design and how that design accommodates your purpose. Following this succinct paragraph,

copy and paste the major and sub questions from Chapter 1. Do not use the heading Introduction.

Research Context

For body paragraphs, use headings as above. Describe where the study took place; use fictitious name to
avoid any identification, but you can describe the setting, if relevant.

Research Participants

Detail who actively participated in the study, using summary demographic information.

Research Instruments

Introduce the kinds of instruments and note, using (See Appendix A) or related identification, that the

actual instruments –surveys, interview questions, etc., can be found in the Appendix.)

Plan of Action

Describe your plan of action based upon how your research design relates to your project. Once the plan
has been executed, and you have completed the study, return and revise the structure to identify the

actual procedures you used. At this point, Chapter 3 serves as the final section of the proposal.

Repeat major and sub-questions here. Major Question:

Sub-question 1:

Sub-question 2:

Organization and Analysis of Data

Explain how you will organize, then analyze data leading to answering the sub questions.

Raw data–how do you plan to organize it in order to make sense of it? You can use the raw data,
percentages, scores, narrative texts, tables, charts, graphs, photos, other figures. (Glatthorn & Joyner,

2009).

Interview data–how will you reduce the narratives into numerals to analyze them?

64 | P a g e

DATA COLLECTION FOR RESEARCH AND APPLIED PROJECTS. Introduce each
sub-question individually and explain how you will answer it. Take the reader step-by-
step through your research.

DATA COLLECTION FOR CREATIVE PROJECTS. Introduce each sub-question
individually. Explain what you plan to do to achieve the goals you have set for your
Creative Project. Include an explanation of how the rationale for your research impacts
the results of your study and is further developed into your creative project. How do
the answers to the sub-questions impact your product? Will you write something, draw
something, or compose something based on what you have learned from your sub-
questions? You may have to customize the procedures for achieving your goals if you are
producing a Creative Project. Contact your mentor for assistance.

SPECIFIC PLANS OF ACTION

(continuation of Chapter 3)

Summary

Conclude with a review of the structure of the study. Use only main points that explain the

important aspects of the chapter. Remember that new researchers MUST be able to replicate your
study, so all your instructions must be clear and to the point.

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CHAPTER 4: RESULTS OF THE STUDY

In this chapter, you will report data to answer sub-questions, which will, in turn,
answer the study’s major question.

When setting up this chapter, arrange all data under their relevant sub- question,
similar to your explanations in Chapter 3. Your findings must be reported in real terms,
without discussion or opinion. Save that for Chapter 5.

NOTE: If you have used any survey instruments such as questionnaires, be sure to
mention the total number of each, and report on those that you received.

If you are developing a creative project, your chapter may be divided into two sections:
1. Data Collection; 2. Product. Although you may not have much data, follow the
prescribed headings to reflect your data collection; this is not the focus of your study.
Explain how the product answers the major question, prior to your presentation of the
actual project. When you have completed all the elements related to data that impacted
your product, introduce it. If it is too extensive, you might want to place it in the
Appendix, under its own name.

Organize your chapter according to the outline below and complete the following steps:

TIPS FOR CONTROLLING DATA

FOR RESEARCH AND APPLIED PROJECTS:
FOR CREATIVE PROJECTS:

Chapter 4: Results of the Study

In the introductory paragraph, do not use a heading, but introduce this chapter
accordingly.

ORGANIZATION AND STRUCTURE

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Write an introduction to the chapter. Conclude the introduction with the copy and
paste activity transferring the major and sub-questions from Chapters 1 and 2 to
Chapter 4. You will be repeating the major and sub-questions that appeared in your
drafts of Chapter 1 and Chapter 3 to Chapter 5, as well.

Write an introduction to the chapter. Conclude the introduction with the copy and
paste activity transferring the major and sub-questions from Chapters 1 and 2 to
Chapter 4. You will be repeating the major and sub-questions that appeared in your
drafts of Chapter 1 and Chapter 3 to Chapter 5, as well.

Introduce the project you have created in an effort to answer the major question of
your study. This will vary depending on the project. In some cases, sections of the
project may answer individual sub-questions. Provide an explanation of how your
product results in fulfilling the goals represented by your question(s).

Body headings are based on sub-questions. There is no one specific list of headings
beyond the title of the chapter and the heading of Summary at the end.

FOR RESEARCH AND APPLIED PROJECTS.

FOR CREATIVE PROJECTS.

Data Related to Sub-Questions

Sub-question 1:

Introduce this data, show figure, explain figure as if figure is invisible.

Sub-question 2:

(Body of the Chapter). Body headings are based on sub-questions. There is no one
specific list of headings beyond the title of the chapter and the heading of Summary
at the end.

BODY OF THE CHAPTER

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Set up information based on the study’s sub-questions.

• Organize data by repeating each sub-question.

• Present all the data related to that sub-question in the respective paragraph.

• If you use any instruments such as questionnaires or surveys in your research,
present them in the text of this chapter as follows: “The questionnaire (see
Appendix A) has provided the following data…”

• If your capstone project includes images, graphics, tables, charts, videos, or other
types of visuals, introduce each of them with a short paragraph related to its
content.

o Have a title on each image, graphic, table, chart, video, etc.

o If your visuals are from other sources, be sure to cite them properly.

See the following examples.

DEALING WITH RAW DATA

FOR RESEARCH AND APPLIED PROJECTS

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Follow instruction for Research and Applied Projects.

This chapter can include the actual Creative Project in its entirety. It may be in the form
of a PowerPoint presentation, a video, a document, or any combination of these.

For all projects, you will need to work with interview data and reduce the narratives into
numerical data in order to analyze them.

You will have to complete the following steps:

1. First, transcribe the interviews by creating narratives;
2. Identify categories and classify responses according to the categories;
3. Code all responses according to the categories;

FOR CREATIVE PROJECTS

Survey Question 3a: Retention has negative effects on students,
academically.

Figure 8: Survey Question 3a: Retention has negative effects on students,
academically.

Purpose: As seen in Figure 8, the majority of responses, 76%, indicate that

teachers view retention as not having negative effects on students, academically.
However, 15.4% of teachers believe that retention does affect students’ academics
negatively. Only 7.7% of teachers had no opinion.

7.7

15.4

Agree

Disagree

N/A

76.9

DEALING WITH INTERVIEW QUESTIONS AS DATA

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4. Tally the coded responses (Glatthorn & Joyner, 2009).

Identify the sub-question. Then, post each interview question and its respective answers
from all participants. Move on to each question and list of answers. Do not comment or
discuss; just post.

Questionnaire Results from Foster Parents

1. Why is being a foster parent difficult?

Parent #1: “It is difficult because I can’t discipline them like my own children and time out
and taking things they enjoy doesn’t always work.”

Parent #2: “It is difficult because you are raising someone else’s child like your own with
pretty much no say or opinion. It is hard because not many listen in the system to foster
parents.”

Parent #3: “Because sometimes you just don’t know how to help a child. Working with some
biological families is different because you have to keep your opinions and beliefs to yourself.
Biological parents can also be very mean and vindictive.”

Parent #4: “Trying to keep someone safe when it is ultimately the judge’s decision. Our voices,
opinions and suggestions about how to improve foster care, what’s best for the foster children
in our care, etc. are not listened to or heard. We live with the children placed with us 24/7 and
advocate for them daily, but it seems like as a whole, we are the lowest on the totem pole when
it comes to anything official or legal.”

2. What is your number one complaint about the foster care system?

Parent #1: “My number one complaint about the system is how foster parents must be almost
perfect but bio parents get so many chances after messing up repeatedly. Children then get
stuck in the system for longer.”

Parent #2: “Lack of communication between foster parents, caseworkers and biological
parents. I feel as if I am an outsider during the process that receives very minimal information
from other sources.”

Parent #3: “The biological parents rights tend to outweigh the child’s rights making decisions
that are best for the biological parents instead of the child.”

Parent #4: “It is lacking good workers that actually care and want what’s best for the kids in
the system.”

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Summary should be the final heading for Chapter 4. In some cases, Chapter 4 is the
longest chapter, with the most information. On occasion, it has been almost one-third of
the entire Capstone.

Present a summary paragraph of the results of data as the conclusion to the chapter. Do
not include interpretation or discussion of data.

Present a summary paragraph of the results of raw or narrative data as the conclusion
to the chapter. Do not include interpretation or discussion of data. Reference should
be made to the Creative Project. Creative project may be added as part of this chapter or
as Appendix A.

FOR RESEARCH AND APPLIED PROJECTS

FOR CREATIVE PROJECTS
SUMMARY

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CHAPTER 5: SUMMARY AND DISCUSSION

The overall purpose of this chapter is to state the contribution of your capstone project to
a particular discipline or field of study. This is the SO WHAT? chapter that gives the
purpose for your work.

Keep in mind that readers may skip your entire first four chapters and read ONLY
Chapter 5. Thus, all the necessary information MUST be included here.

Chapter 5 should be structured according to the outline given below, which lists the
required subheadings.

This is based on the introductions in Chapters 1, 3, and 4. Present the focus of the capstone
project. Use referenced information from Chapter 2, with appropriate in-text citations to
provide the reader with background material.

Copy this from Chapter 1. Include the major question and sub-questions you have
researched.

If you have an artistic, creative product, include that explanation here. If you have no
product, eliminate this heading.

Explain what you did to research your project, but avoid going into any detail. Give a
general explanation of how you carried out your research.

RESEARCH AND APPLIED PROJECTS. Return to Chapter 4. Review each sub-
question and what you learned from the research. Separate each sub-question as a
subheading. Interpret the results of each sub-question to enable the reader to

STATEMENT OF PROBLEM

EXPLANATION OF PROJECT

SUMMARY OF RESULTS

REVIEW OF METHODOLOGY

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understand how these results answered the major question.

FOR CREATIVE PROJECTS. Describe your project as if the reader has not seen any
previous chapters or viewed your product.

Explain how your research supported or did not support the research described in your
draft of Chapter 2. Use referenced material and in-text citations to validate your
research.

FOR RESEARCH AND APPLIED PROJECTS. What was the significance of your
findings? Explain how your work adds to the body of knowledge in your field.

FOR CREATIVE PROJECTS. If this is a creative project, explain how your work
demonstrates the purpose of your research.

Provide a concluding section that explains how your project answered the major
question that served as the impetus for your study and research. If you have any
recommendations, you may provide them as a level 2 heading.

RELATIONSHIP OF RESEARCH TO THE FIELD

DISCUSSION OF RESULTS

CONCLUSIONS AND RECOMMENDATIONS

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FINALIZING AND

SUBMITTING

YOUR CAPSTONE
PROJECT

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FINALIZING AND SUBMITTING YOUR
CAPSTONE PROJECT

For this assignment, you will finalize all chapters, assemble all components of your
capstone project, and submit it to your mentor. (Please note: you are not required to
turn in your entire capstone project to turnitin.com–only to your mentor as directed.)

Be certain to revise all chapters based on feedback you have received from your mentor
and classmates. Review your writing skills.

Your project should have the 14 components listed below, and they should be arranged
in the same order. Consult the explanations given for guidance regarding what
information to include under each of these components. Each starts on a new page,
listed in contents.

1. Title page
2. Abstract
3. Acknowledgements
4. Dedication
5.

Contents

6. Figures and Tables

1. Chapter 1
2. Chapter 2
3. Chapter 3
4. Chapter 4
5. Chapter 5

1. References
2. Annotated Bibliography
3. Appendices (Creative Product)

ORDER OF ELEMENTS OF CAPSTONE

FRONT MATTER OF THE CAPSTONE

BODY OF CAPSTONE

REAR MATTER

OF CAPSTONE

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FRONT MATTER DETAILS

All Front Matter pages are separated, even though there may be considerable white
space left blank on the page.

Use the traditional APA title page including the words “Running Head:” with your
running head added to this page. Keep the title as short as possible and use key terms
for other researchers to use for an Internet literature search. Do not start the title using
the words study of, or anything similar. Many titles begin with the topic, followed by a
colon, followed by the thesis concept. This title will be printed as the header on every
page beyond the title page, along with the page number.

See example of Title Page in APA format.

The running head continues as the header at the top of every page, starting at the left
margin and page number follows at the right margin. Notice the words Running head
appear only on the Title Page.

Sample title page:

TITLE PAGE

RUNNING HEAD

Running Head: DRONES: ADVANTAGES OUTWEIGH DISADVANTAGES

Drones in the USA: Advantages and Disadvantages Joe A. Student

Thomas Edison State University
Dr. N. Haydel
LIB-495
June 30, 2015

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Page numbers in APA format begin on the title or cover page of the report and are
located in the top right corner of each page, along the same line as the running head.
Begin the title page as number 1, and all subsequent pages follow.

For all subsequent pages, including the Abstract page, the running head should read
as follows:

See example of running head on all other pages beyond title page. Notice: no words
“running head” are present on subsequent pages, only on the title page.

Each of the following sections is printed on a separate page.

This is a brief summary of your entire project. Begin by stating the problem and purpose
of your project. Briefly indicate the methodology you used. Be sure to summarize and
succinctly discuss your results. Maximum length: 250 words. Heading is centered, bold.
First line of text is not indented, as it would be on a normal page.

Consider all the people who have helped you and contributed to the success of this report.
Acknowledge them in order of importance as a way of thanking them for their
participation. That should include anyone who assisted you in gathering information,
advised and edited the work, and participated in the studies. Avoid overdoing the
wording or adding cute comments, as this is still part of your scholarly endeavor.

Identify the persons or group to whom you dedicate this final product. This is a
cherished honor, so present this wisely.

PAGINATION

DRONES: ADVANTAGES OUTWEIGH DISADVANTAGES 2

The text of the abstract begins on page 2.

ABSTRACT

ACKNOWLEDGEMENTS

DEDICATION

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(Do not mistakenly call this Table of Contents.) This provides page numbers and
immediately follows Acknowledgements and Dedication pages.

Although this is a table, APA does not use that wording in the heading. You will need to
identify each heading and sub-heading from every section of your report and its
respective page number. Indent all sub- headings in relation to their levels in the sections
(See APA format). Readers will need to know the page on which to find that particular
sub-heading. You may sometimes have several headings on the same page. List each one
separately.

Note: place Figures and Tables as a separate page following Contents pages.

On the next page, list the Figures and Tables. List all figures by number, followed by
figure title. Then, add page numbers.

You will need to revise and finalize Chapters 1-3, then arrange all five of your chapters
in the following order:

• Introduction
• Literature Review
• Methodology
• Results of the Study (The Creative product may follow the data presentation in

CONTENTS

Contents

Figures and Tables 3
Acknowledgements 4
Dedication 5
Chapter 1: Introduction 6
Background of the Study 6

Figures and Tables

Figure 1 Drones in the USA 45
Figure 2 Drones in Europe 46

BODY OF CAPSTONE

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this chapter. For a large creative product it is better to showcase it in a separate
Appendix following the Rear Matter.)

• Discussion and Recommendations

(Do not call this Bibliography or List of References) This contains a minimum of 10
sources you actually used in your report.

Include ONLY the sources you have used in Sections 1, 2, and 5. All other sections
contain your own field research data. Make sure you follow the particular structure and
capitalization of titles according to APA format.

Ask yourself the following questions as you complete this section:

1. Is each reference listed in the body of those three sections?
2. Are the authors’ names spelled correctly?
3. Is there an ampersand between the last two names, not the word and?
4. Is all punctuation correctly placed?
5. Is capitalization of titles correct? (Remember that only proper nouns are

capitalized in the body of the title.)
6. Are book and journal titles italicized?
7. Is the reference page in alphabetical order?
8. Are all references in hanging-indent style?

Set your computer for double spacing. On a new page, under your centered, bolded title
References, and begin to alphabetize each entry in the following way:

1. Prepare for hanging-indent format. Depending upon your computer, a
hanging-indent style is often programmed into the reference section of your
keyboard. This is where the first line of the reference begins flush with the left
margin. As you continue to the end of the line, the second line is indented
approximately one tab in from the left margin, as are all subsequent lines of that

REAR MATTER OF ENTIRE CAPSTONE

REFERENCES

FORMATTING THE REFERENCE PAGES:

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reference. Indentation is opposite to that of a paragraph, where the first line is
indented and subsequent lines are flush with the left margin. If a title is only
one line long, you need not worry about the format.

Value of Hanging-Indent: This structure helps a reader locate individual sources
based on the author’s name. It set apart the beginning of each entry, as all the lines are
double spaced.

2. Organize your references according to the first word of a title (if no author is
named). Do not count articles such as a, an, the as first words in a title. Go to the
first significant word and use that. If it is a number, spell out the numeral and
follow the alphabet.

Example: The Song of Bernadette. This reference would be alphabetized under
S.

3. Arrange author by last name, but if two authors have the same last name, refer
to first name initial or even second initial.

Example: Belmont Haydel would be alphabetized as Haydel, B.; Nina Haydel
as Haydel, N.

4. Integrate all references according to the alphabet, using one word at a time.

5. With multiple authors, when reaching the final author, replace the term and
with the ampersand . Example: Taylor, R., Draper, S., & Rosenbaum, V.

This only includes the five or more annotated references you shared with other
researchers. These may duplicate your references or provide additional resources you
did not use in your report. Begin on a separate page and be certain to have this noted in
the Contents.

ANNOTATED BIBLIOGRAPHY

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(Notice the spelling; appendixes is incorrect scholarly spelling.)

If you have an item in the appendix, you must have referred to it in the body of the text.

Example: After the explanation of your survey: (See Appendix A); after the explanation
of your interviews: (See Appendix B).

This includes any important materials not found in the body of the sections. Include a
sample copy of your surveys, questionnaires, and interview questions. Return to the
sections where you refer to these and add (See Appendix A) to direct the reader to your
instrument. You may have a huge table that is referred to in the text but does not need
to be immediately available to the reader. Include that and add (See Appendix B).

You will often see the term Appendixes used in reports. Please notice this spelling. The
word is originally from Latin, a language in which plurals of words ending in X change
to CES. Our language has changed to accommodate the faster, easier pace of writing,
but some scholars have not joined the modernists, who just added ES to the existing
word. Choose to join the classicists and spell it Appendices in your formal capstone.

Appendices are supplementary materials that may be too cumbersome to place in the
body of the capstone. They are located at the end of the capstone and often have
information too lengthy or too detailed to include in the body.

The capstone document may have more than one appendix, each related to a different
type of information. The appendices may include charts, graphs, tables, files,
supplementary documents, or pictures that enhance the body information and are of
interest to the readers.

If your paper will have only one appendix: Title the page Appendix, with no letter
following the word, but include the title of the appendix.

If your paper will have more than one appendix: Title each page Appendix A, Appendix
B, etc. Add a colon and the title of the appendix, using capital letters for all but articles
and short prepositions.

CREATING AND WORKING WITH

APPENDICES

APPENDICES

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Appendices, whether you have one or more than one, follow References in APA in all
chapters. Works Cited in MLA relate ONLY to a literary product that requires an
appendix at the end of your capstone document.

If you have more than one appendix, place them in the order in which they are
mentioned in your document.

Begin each on a new page.

Identify each with a letter, beginning with the letter A and its title.

Appendix A: Sample Questionnaire

Appendix B: Data from Questionnaire

List the titles and beginning page numbers of the appendices on the capstone’s Contents
page.

Number the appendix section consecutively following the reference section.

When referring to an appendix in the document’s body text:

Immediately after the information the appendix explains, add the following: (See
Appendix B). Place the period after the closing parenthesis, not after the sentence.

Rear matter follows the Conclusion on separate pages. Rear Matter includes the
following: References and Annotated Bibliography conclude the project. Appendices
are at the discretion of the researcher, but all must have been previously identified
within the body of the Capstone with a reference (See Appendix A), where required.

References
Annotated Bibliography (separate page) Appendices
(separate page
Appendix A
Appendix B
Appendix C

REAR MATTER

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Review and revise as necessary. Share the completed project with another student and
listen to his or her comments. As the author of the research, you are the final word.
Make sure the printing is clear and all errors have been corrected before you finalize
and clip the project together for submission. Check printing to make sure you have no
widows or orphans on any page.

Widows: Headings on one page, information on next page.

Orphans: One line of text or one sentence alone on a page.

Capstone is complete.

Remember, your paper is to be a scholarly report written in Standard Academic English
and have appropriate documentation. Before submitting your work, thoroughly
proofread and revise. See “Working with Words,” for advice for writing with impact.

FINALIZING THE CAPSTONE

SUBMISSION

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WORKING WITH WORDS: WRITING FOR
IMPACT

“The difference between the right word and the almost-right word is the difference
between lightning and the lightning bug” (Mark Twain).

Using the right words can make an enormous difference in the meaning of a sentence.

• Pin down the actual meaning of the word. Is it really what you want to say?
Using YOU means the writer is personally addressing the reader. Other than in
a personal letter or personal essay, that is not the purpose of the writing. When
referring to a person, use WHO; when referring to an animal, use THAT. Never
write “…the man that….” You are insulting the man.

• Clean out excess words. Unnecessary wording or verbiage is much like the
garbage you want to get out of the kitchen sink. It clogs up the meaning of the
sentences. Simplify language. You don’t want to interfere with readers’ ability to
grasp ideas.

• Get rid of clichés and jargon. Overused words have a deadening effect on your
writing. Technical language must relate to the audience reading the
information. Assess your audience first.

• Avoid vague wording. Say what you mean. Use concrete and specific words
rather than abstractions or indefinite pronouns. Using it, them, and they can
cause confusion.

• Use active sentence construction. “The teacher lectured to the class” is an
example of active construction. Avoid passive construction, as in “The class was
lectured to by the teacher.” Active voice is bright, clean, and sharp. Passive
voice drags down the writing.

• Avoid dull verbs. Use strong verbs that add life to the writing. “Corporal Smith
made his way through the deep brush. Just then, an Army jeep came around the
bend. The driver made a cloud of dirt when he came to a stop.” Note the
repetition and empty- sounding verbs in red. By replacing these boldfaced verbs
with “fought his way,” “shot around the bend,” “kicked up a cloud of dirt,” and
“screeched to a stop,” the writer would have changed the impact of the
sentences.

• Avoid repeating words, phrases, and sentence starters. Repetition is wearisome

84 | P a g e

to read and causes dull writing and boring sentences. Watch sentence length.
Two short sentences sound better when followed by a long one.

Read your work aloud to yourself. Start from the end of the piece and read each sentence
as a separate entity. See if it makes sense. Hear what you write. Use your finger to point
to the words as you read. That will keep you from missing words or inserting words not
written in your text.

Congratulations! You have now finished your first major research study. Pat yourself
on the back and celebrate!

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APPENDICES

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APPENDIX A: CAPSTONE SAMPLES

Each example is taken from a different Capstone project, providing an extensive overview
of the types of projects successfully executed.

ABSTRACTS

Abstract

Because of hugelkultur’s rising popularity in the US, it is necessary to empirically study some of its
popular claims so that gardeners can objectively judge its usefulness and plan their gardens more
effectively. This project examined the question, “How do common garden crops compare when they
are grown in the different microclimates that occur on the north and south sides of an east-west oriented
hugelkultur?” A hugelkultur is a type of raised bed made with a core of logs, sticks, or other forms of
organic material which is then covered with soil. The form is a linear mound several feet tall, several
feet wide, and any number of feet in length. To investigate this question, the author conducted an
experimental field trial with four varieties of crops near Denver, Colorado. The author collected data
by weighing plants and submitting crop samples to a group of volunteers for judging of crop quality.
Data analysis relied on both visual and statistical methods. The results showed that (a) crops tend to be
larger when grown on the south side of a hugelkultur and (b) crops grown on opposite sides of
hugelkultur may differ in quality, though no consistent trends could be identified. The project gave a
few recommendations based on these results and suggested several areas of research which would be
of further benefit to gardeners.

Keywords: crop growth, hugelkultur

Abstract

This capstone project is the result of a study to assist piano teachers in determining how to improve
the practice habits of their students with the hope that these students will learn to practice
independently. The study sought to solve this problem by establishing how teachers can communicate
practice goals, how students perceive practice instructions, and what incentive programs work best.
A review of the literature in this area was created to determine the various possibilities utilized in
encouraging independent practice. A qualitative case study was then conducted using observation of
four piano students and interviews from experienced teachers. The study found that while every
student is different, teachers can encourage practice by asking students to write daily goals
throughout the week, observing student practice sessions periodically, and creating a flexible
incentive program that rewards for both quality and quantity practice.

Keywords: piano teachers, practice habits

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The following example is taken from the contents page of a traditional study related to
communications.

CONTENTS
Contents

List of Figure 6

Acknowledgements 7

Dedication 8

Chapter 1: Introduction 9

Introduction 9

Background of the Topic 9

Problem Statement 10

Professional Significance 11

Overview of Methodology 11

Delimitations 11

Definition of Terms 12

Summary 13

Chapter 2: Literature Review 14

Introduction 14

A Review of the Laws 15

The Americans with Disabilities Act of 1990 15

The Television Decoder Circuitry Act of 1990 16

The Telecommunications Act of 1996 16

The 21st Century Communications and Video Accessibility Act of 2010 17

A Sample of the Available Communication Technologies 18

The Role of Communication Technology in Daily Life 20

More Effective Uses for Communication Technology 21

Internet Access 21

Emergency Access 22

Summary 23

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Chapter 3: Methodology 24

Introduction 24

Context of Study 24

Participants of Study 25

Instruments of Study 25

Plan of Action 26

Sub-Questions 26

Summary 27

Chapter 4: Results 28

Introduction 28

Demographics 28

Sub-Question One 31

Sub-Question Two 35

Sub-Question Three 39

Summary 45

Chapter 5: Summary and Discussion 46

Introduction 46

Problem Statement 46

Review of Methodology 47

Summary of Results 47

Sub-Question One 47

Sub-Question Two 48

Sub-Question Three 48

Relationship of Research to the Field 50

Discussion of Results 51

Conclusion 53

Annotated Bibliography 55

References 58

Appendix A: Survey for Study on Communication Technology 62

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(This is a case study of a primary source, considered a creative project.)

Chapter 1: Introduction

This is the description of a research study that investigated 21st-century biblical

interpretation. More specifically, it was a case study that observed disagreement between the

researcher’s interpretation and 21st-century interpretations of the passage, Matthew 16:13-20.

Below, the topic is further introduced and the problem specified, with a brief mention of

methodology, delimitations, and a list of terms defined in the context of the study.

Background

Biblical interpretation involves the difficult task of deriving meaning from the Bible, a

written text that is historically, linguistically, and culturally removed from a 21st-century reader.

This task is of great importance to many people who make personal and impactful decisions

based on their understanding of the Bible, but it has been well-observed that how one reads the

Bible and the methods one employs in interpreting its words can alter its original meaning

(Oeming, 2006, p. 26). For those interested in the author’s original intent, this is a concern, but

for some, the Bible is read for its “aesthetic literary value” and its theological content is

appreciated within its “artistry” (Yarchin, 2004, p. xxviii). And then, there are some who

believe biblical meaning is determined by the response the words affect in the reader, regardless

of the author’s perspective (Thiselton, 2009, p. 29). Finally, there are those like Alexander

Negrov (2008), who advocate utilizing an authorized framework of theological doctrine to

interpret the Bible, believing that “Church Tradition…is [an] indispensable guide in

understanding Scripture” (p. 284). Tension regarding the true meaning of Scripture can arise

between the differing camps. This tension between the hermeneutical methods mentioned

above—author-oriented, literary-textual, reader-response, and theological methods—has

increased markedly in the last half century (Village, 2007, p. 19), so much so, that some

scholars identify the current situation in the 21st century as a crisis (Vanhoozer, 2005, p. 21,

Village, p. 20). The current “plurality of methods,” says Oeming, “has left us not with a fuller

understanding, but a flood” (p. 26). With the field of biblical interpretation inundated as such

with different approaches, the once touted claims of distancing oneself from the text and letting

it speak on its own terms have been revealed as illusion. It is generally agreed now, that

interpreters are not neutral (Powell, Billings, Vanhoozer, Yarchin, 2004). Village concurs,

SAMPLE OF CHAPTER 1 IN A DESCRIPTIVE RESEARCH STUDY

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“How the Bible is read and interpreted depends strongly on who is reading it” (p. 20), and

Vanhoozer specifies the crisis further as “confusion not only over what the Bible means, but

also over how to read it” (p. 21). In light of this irrefutable factor of self-involvement on the

part of the reader, it has become increasingly important for 21st-century interpreters to define

their hermeneutical method and establish what is true for themselves and their audiences

(Billings, 2010, p. 12, Thiselton, p. 30). This study implemented a research design that

attempted to contribute to this need for self-awareness in 21st-century biblical interpretation by

challenging the researcher to cross-examine his own methods with those of other 21st century

interpreters.

Problem Statement

To prompt the cross-examination of biblical interpretive methods mentioned above, this

study asked the

following major question:

Major Question: How does the researcher’s interpretation of the Bible disagree with 21st-

century interpretations of the Bible?

An answer for the major question was obtained by answering the following sub- questions:

Sub-Questions:

1. What is the researcher’s interpretation of the Bible?
2. What are the 21st-century interpretations of the Bible?
3. That disagreements are observed between the researcher’s interpretation of the

Bible and the 21st-century interpretations of the Bible?

Professional Significance

It was the researcher’s hope that the results of this study would be significant to the field

of 21st century biblical interpretation in several ways. First, this study presents a design for

research that if replicated, allows Bible interpreters to achieve greater self-awareness of their

own interpretive method, to know why they have arrived at the meaning they perceive as true.

Scholars agree that this awareness is important, if not requisite in the practice of interpretation

(Billings, 2010, p. 12, Thiselton, 2009, p. 30, Village, 2007, p. 20, Yarchin, 2004, p. xxvii).

Secondly, this investigation may serve the field of biblical hermeneutics in the future as a

record of 21st-century biblical interpretive trends. Church historians and Bible interpreters in

the coming years, much as they do today, will desire to look back to the trends that defined

how the Scriptures were read in a previous era (Thiselton, p. 2, 20-24, Archer, 2004,

Sugirtharajah, 2001, p. 242, Negrov, 2008, p. 279). Lastly, the results of this study could be

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useful to 21st-century biblical scholarship, regarding the interpretation of Matthew 16:13-20.

The passage chosen for the case study has been traditionally one of debate, and addresses key

doctrinal differences amongst Catholic, Evangelical, and Orthodox Christianity (Talbert, 2010,

p. 194, Hare, 2009, p. 190, Chouinard, 1997, p. 297). Bringing this debate to the forefront in a

21st-century context could prove beneficial in establishing a greater consensus with regard to

its meaning and to hermeneutical practices overall.

Methodology

The major question of this study encompasses 21st-century interpretation of the Bible as a

whole. In order to investigate such a wide field, this project employed an inductive case study

approach in which one passage of the Bible, namely Matthew 16:13-20, and the 21st-century

critical commentaries addressing it were used to formulate generalizations about 21st-century

biblical interpretation as a whole. This study utilized information found in the reading of both

primary and secondary sources concerning the passage Matthew 16:13-20. The primary

sources included the Greek New Testament, the Septuagint, and comparative Greek writings

of the biblical period. Secondary sources included, introductions to Matthew, history references

describing the cultural and geographical setting of the Matthew passage, Bible dictionaries, a

Greek grammar reference and lexicon, and 21st -century Bible commentaries. Briefly, the steps

of the study were as follows:

1. Read primary sources and supplementary secondary sources and establish the
researcher’s interpretation of Matthew 16:13-20.

2. Read secondary source commentaries containing 21st-century interpretations of
Matthew 16:13-20.

3. Observe 21st-century interpretations for disagreement with the researcher’s
interpretation.

Delimitations

The following are clarifications of boundaries this study assumed in its implementation.

• For the purposes of broadening the sample, 21st-century biblical interpretations in

this study included commentaries published exceptionally close to the turn of the

century; 1997-present.

• Primary vs. Secondary Sources: This study refers to the 21st century biblical

commentaries written by interpreters other than the researcher as secondary sources

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because they are secondary with respect to the researcher, or two degrees removed

from the Bible. But, in the perspective of sub-question 2 and the major question

overall, the 21st-century interpretations are the object of study and thus, could be

referred to as primary sources. However, the traditional distinction of primary and

secondary was upheld in the discussion of this study with hopes to avoid confusion,

because it is generally understood that in biblical interpretation, the Bible is the

primary source and commentaries about the Bible are secondary.

• It was not the purpose of this investigation to define truth or error in the 21st-

century interpretations, but to simply identify how they disagreed with the

researcher’s interpretation, which would aid the researcher in understanding where

his own interpretive method stood in relation to 21st-century interpretative methods.

The researcher attempted to approach the Bible from a neutral standpoint seeking a

literal interpretation, but his interpretation will admittedly reflect his Evangelical

beliefs to a certain extent.

• It will prove useful here to limit the term “literal interpretation”. A literal

interpretation is one that captures the literal sense of a text. It is not to be

understood as interpreting words strictly by their face value. It is agreed that some

words and phrases in Scripture are used in a figurative/symbolic or idiomatic

manner, and a literal interpretation will take this into account. For the purposes of

this study, the following definition of “literal interpretation” should be assumed:

The literal interpretation of the text is that which the text intended to convey to its

original readers.

• Disagreement in this study was limited to fundamental contradictions of meaning

only. In other words, the 21st-century commentaries used in this study may have

included information and explanations that were materially different from the

researcher’s interpretation. However, the interpretations were not cross-examined

for differences in the breadth of information, but for fundamental contradictions

that were irreconcilable with the researcher’s interpretation.

• The researcher recognizes that for some, biblical interpretation involves not only an

examination of the text, but also a consultation of apocalyptic or revelatory

traditions that can inform the reader concerning the true meaning of a text. For the

purposes of this study, any interpretation involving such traditions are categorized

as a theological interpretation, in the sense that those interpretation are governed by

a traditional framework.

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• Scripture quotations are from The Holy Bible, English Standard Version (ESV)
(see References).

Definition of Terms

The following is a list of terms with their definitions relevant to the field of biblical

interpretation that were employed in this study.

• Canon: the entire collection of biblical writings accepted as Tradition and
authorized by the Church to be read as sacred Scripture

• Commentary: a collection of comments and/or explanations reflecting an
interpreter’s opinion of the meaning of the Bible

• Evangelical: Protestant movement maintaining that the essence of the Christian
Gospel consists in the doctrine of salvation by faith in Christ’s atonement

• Exegesis: extracting meaning out of a text; as opposed to eisegesis, the reading of
one’s own perspective into a text

• Hermeneutics: the practice of interpreting a text; biblical hermeneutics used
interchangeably with biblical interpretation

• Introduction: a scholarly work that examines the author, date, purpose, and source
criticism of a biblical book; also may include an outline of the book and summary

of key themes

• Orthodox Church: The Orthodox Church is one of the three main Christian groups
(the others being Roman Catholic and Protestant). The Orthodox Churches are

united in faith and by a common approach to theology, tradition, and worship.

They draw on elements of Greek, Middle-Eastern, Russian and Slavic culture.

• Roman Catholic: Catholics share with other Christians a belief in the divinity of
Jesus Christ. Catholics believe that the Pope, based in Rome, is the successor to

Saint Peter whom Christ appointed as the first head of His church.

• Septuagint: Greek translation of the Hebrew Bible; completed in 2nd century BCE

• Tradition: capital “T,” related to doctrinal policy and traditional stance of the
Roman Catholic or Orthodox Churches.

Summary

It has been shown that biblical interpretation in the 21st century is witnessing an increased

plurality of interpretive methods and their respective possibilities of meaning. It is important

for Bible interpreters today to be aware of the current trends and where their own methods

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stand in comparison to the rest of the field. This case study of Matthew 16:13-20 presents a

means by which these needs can be met. The following chapters will discuss the relevant

literature and the implementation of the study itself.

You will notice the absence of Chapter II, Literature Review. That chapter reflects
previous scholarly commentaries and study data written by specialists in the field. This
is a typical “Research Paper” that most students have submitted in many university
classes, using referenced material to support a thesis. It contains individual topic-driven
headings in APA format.

Chapter 3 was originally written in future tense, but after the study was concluded, the
student returned to revise the wording to reflect the completion of the study.

Chapter III: Methodology

The research perspective applied to this study was a qualitative approach. In this approach,
qualitative, non-experimental data was the basis for collecting and interpreting information.
Information was obtained from questionnaires and interviews. The interviews were conducted
with parents of children with SCD and professionals using CAM therapy. An interview was
also conducted with a pediatric hematologist, who specializes in the diagnosis and treatment of
children with SCD. The intent was to identify conditions that parents can use to reduce stress
and enable them to focus on a positive future with their child. The study seeks to answer the
following questions.

Major Question: How do parents of children with Sickle Cell Disease cope?

Sub-Questions:

1. What impact does stress have on parents?
2. What coping strategies do parents of children with SCD use?
3. How does Complementary and Alternative Medicine (CAM) therapy help parents

and alleviate symptoms of SCD on their children?
4. What impact does education have on the ability for families to help children with

SCD?
Research Context

NOTE: CHAPTER II

SAMPLE OF CHAPTER III IN A QUALITATIVE RESEARCH STUDY

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The study took place in suburban and urban environments of four different states in the USA.
The researcher knew only one of the subjects.

Research Participants

The volunteers were parents who shared their some of their journey as caretakers of children
with SCD. The children ranged in ages from 5 – 16. The group of children was both male and
female. A hematologist was interviewed regarding his work with pediatric sickle cell patients
along with interviews with a chiropractor, meditation practitioner, a massage therapist, and a
prayer practitioner.

Research Instruments

The use of interviews and questionnaires achieved the answers to the questions. Interviews
were done with a hematologist, chiropractor, meditation practitioner, massage therapist, and
mothers of children with sickle cell disease. Questionnaires were answered by parents of
children with sickle cell disease, to assess opinions perceptions and attitudes

Plan of Action

This chapter provides a complete look at the steps taken to understand sickle cell disease, the
stress involved and ways to help parents to cope. To achieve this, a qualitative approach was
applied to achieve data to complete this study. The study explored the stress that parents live
through. The study explained how complementary and alternative medicine therapy helped
them and consequently their children. Education about the disease and coping mechanisms
were examined.

Sub-Question 1: What impact does stress have on parents?

To answer the first question, four parents were given a questionnaire with four questions
regarding their stress level. They all were mothers of children under the age of 18 with sickle
cell disease (HBSS). The information collected measured the intensity of the parent’s stress
level when their child/children are sick and when they are not sick. The data also researched
why parents need coping strategies to help them in order to take proper care of their chronic ill
children. That intensity was measured on a mild, medium or severe level.

Sub-Question 2: What coping strategies do parents of children with SCD use?

This question was answered by interviewing parents and a hematologist. Parents were given

the opportunity to talk about the coping skills they use for regeneration. The activities that the

parents partake in when permitted were noted. A hematologist, who specializes in the care of

pediatric sickle cell patients, was asked questions about his job and the coping strategies he

thinks parents should adopt. The data collected from Appendix B and C gave valuable insights

as to how well parents were doing despite caring for their sick children. Information from the

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hematologist gave vital knowledge needed to cope with the disease.

Sub-Question 3: How does Complementary and Alternative Medicine (CAM) therapy help

parents and alleviate symptoms of SCD on their children?

Interviews were conducted with a chiropractor, meditation practitioner, a massage therapist and

a prayer practitioner. They all had to state how long they have been using doing this therapy.

They were asked about the benefit of CAM therapy and how it works on the body in relations

to reducing stress and promoting health. They were also asked their thoughts about the

relationship of CAM therapy and western medicine. This information serves as additional help

for children with SCD, therefore providing knowledge of other therapies that may work.

Sub-Question 4: What impact does education have on the ability for families to help children

with SCD?

This question was answered by a hematologist specialized in taking care of pediatric sickle cell

disease patients. This was done to gain professional, medical knowledge on the effects of

education and on improving the lives of families of children with SCD. The data revealed the

reason why a sound education about the disease can save lives of children with SCD and also

reduce the amount of stress on parents. This question was also answered in a questionnaire by

another mother of children with sickle cell disease. The data collected regarding a parent’s view

showed how he and she valued education. Further questions were asked about the importance

of education and how has it helped with respect to the care of their children.

Conclusion

This study used a qualitative perspective. The answers to the questions identify parents’ stress

level when dealing with a child with sickle cell disease. The importance of education and how

it impacts coping mechanism were explained from a hematologist point and that of parents of

children with SCD. This describes how education impacts SCD and the stress of parents.

Professionals practicing CAM therapy discuss the importance and coping mechanisms. The

ultimate goal of finding how parents of children with SCD cope is the major intent of this study

and will offer strategies to parents.

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Notice how figures are first introduced, then delivered, and concluded with a narrative to
describe each figure as if it were not visible.

Chapter IV: Data and Results of the Study

This study assessed the effectiveness of elementary grade level retention in a southern New

Jersey school district. Grade level retention is a major educational issue affecting parents,

teachers, and students at the elementary school level. Parents and teachers use grade level

retention as a method to assist academic and social shortfalls by allowing the student to repeat

the current grade level if the student fails to meet grade level competencies. This researcher

attempted to determine the effectiveness of grade level retention in a Southern New Jersey

school district according to teacher feedback within the district. This non-experimental study

was quantitative in nature using qualitative data through research instruments, surveys,

responses, and analysis. Teachers within the district currently teaching grade levels one through

six completed Likert scale surveys which provided data on the effectiveness of grade level

retention within their district.

This study was conducted over a period of four months commencing in January 2012, and

concluding in April 2012. The major research question is the following:

Major Question: How effective is student grade level retention in providing positive

academic performance in a southern New Jersey elementary school

district?

Sub-questions:

1. How do southern New Jersey elementary teachers view the methods used in
determining elementary students’ grade promotion eligibility?

2. What positive academic, behavioral, and social outcomes have been achieved by
students in a southern New Jersey elementary school district who were retained as

opposed to students who were promoted?

3. What negative academic, behavioral, and social outcomes result from grade retention
as opposed to promotion in students from a southern New Jersey elementary school

district?

SAMPLE OF CHAPTER IV USING A COMBINATION OF SURVEY INSTRUMENTS

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<1 1-5 6-10 11-20 >20

Data Related to Subordinate Question 1

Sub-Question 1: How do southern New Jersey elementary teachers view the methods

used in determining elementary students’ grade promotion eligibility?

Thirteen elementary level educators participated in a five-part survey. The first part of the

survey pertained to subordinate question one and consisted of seven questions. Below are the

results of the responses from the first section along with a bar graph of the data collected.

Survey question 1a: What grade are you currently teaching?

Figure 1, Survey Question 1a: What grade are you currently teaching?

Purpose: The grade level currently being taught by the educator provided insight into

which grade level educators were using grade level retention and provided credibility of the

teachers being surveyed. The majority of the subjects who responded, three total, were first-

grade teachers. Two were fourth-grade teachers and one each in grades two and three. Only

seven out of the thirteen surveys returned contained the grade level currently being taught.

Therefore, the exact amount of teachers per grade level that responded is

undeterminable.

Survey question 1b: How many years of teaching experience do you have?

First Second Third Fourth Fifth Sixth

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Figure 2, Survey Question 1a: How many years of teaching experience do you have?

Purpose: The amount of teaching experience a teacher has contributed to their credibility

and familiarity with grade level retention. All the responses indicated teaching experience

greater than ten years with three teachers greater than twenty years. Only one subject indicated

teaching experience less than ten years but greater than six years. Only seven of the thirteen

subjects answered this question so the total teaching experience of all the subjects is

undeterminable.

Survey question 2a: I am aware of the

school’s retention and promotion policies.

Figure 3, Survey Question 2a: I am aware of the school’s retention and promotion policies.

Purpose: The subjects were asked about their awareness of the school’s retention and

promotion policies. Only one of the responses indicated that the subject was unaware of the

school’s retention and promotion policies.

Survey question 2b: The school’s retention and promotion policies are clear to me.

Figure 4, Survey Question 2b: The school’s retention and promotion policies are clear to me.

Purpose: The subjects were asked if the retention and promotion policies of their school

were clear to them. Two subjects indicated that the school’s retention and promotion policies

were unclear. The majority of the responses indicated that the school’s retention and promotion

policies were clear.

15
10

Agree Disagree N/A

15
10

Agree Disagree N/A

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Agree Disagree N/A

Survey Question 2c: I have used retention as

a means to aid a student academically.

Figure 5, Survey Question 2c: I have used retention as a means to aid a student academically.

Purpose: Two responses indicated that the subject had not used retention as a means to aid

a student academically. The majority of the responses indicated that retention had been used as

a means to aid a student academically.

Survey Question 2d: I have used retention as a means to aid a student behaviorally.

Figure 6, Survey Question 2d: I have used retention as a means to aid a student behaviorally.

Purpose: One subject indicated that he or she had used retention as a means to aid a student

behaviorally. Two subjects indicated “not applicable” meaning they neither agree nor disagree

with the question. The majority of responses indicated that retention had not been used a means

to aid students behaviorally.

Survey Question 2e: I have used retention as a means to aid a student socially.

Figure 7, Survey Question 2e: I have used retention as a means to aid a student socially.

15
10

Agree Disagree N/A

15
10

Agree Disagree N/A

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Purpose: Unlike the other survey responses, the subjects are split on the issue of using

retention to aid students socially. Three responses indicate not applicable while five subjects

agree and five subjects disagree.

Data Related to Subordinate Question 1 from Survey

Comments

Only one subject made comments related to Sub Question 1: “How do southern New
Jersey elementary teachers view the methods used in determining elementary students’ grade
promotion eligibility?”.

• Subject C: Relating to Survey Question 1a- “It is reviewed annually at faculty
meetings.”

Data Related to Subordinate Question 2 and Subordinate Question 3

Sub-Question 2: What positive academic, behavioral, and social outcomes have been
achieved by students in a southern New Jersey elementary school district who were retained
as opposed to students who were promoted?

Sub-Question 3: What negative academic, behavioral, and social outcomes have been
achieved by students in a southern New Jersey elementary school district who were retained
as opposed to students who were promoted?

Survey Question 3a: Retention has negative effects on students academically.

Figure 8: Survey Question 3a: Retention has negative effects on students academically.

Purpose: As seen in Figure 8, the majority of responses indicate that teachers’ view

retention as not having negative effects on students academically. However, 15.4% of teachers

believe that retention does affect students’ academics negatively.

7.7
15.4
Agree

76.9

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Survey Question 3b: Retention has a positive effect on students academically.

Figure 9, Survey Question 3b: Retention has a positive effect on students academically.

Purpose: Figure 9 illustrates that 100% of the subjects agree with the fact that retention has

positive effects on students academically.

Survey Question 3c: Retention has no effect on students academically.

Figure 10, Survey Question 3c: Retention has no effect on students academically.

Purpose: Survey Question 3c questions whether or not retention has any effect on students

at all. An overwhelming number of the responses indicated that subjects disagree. As depicted

in Figure 10, none of the respondents agreed with this fact.

Survey Question 4a: Retention has negative effects on students’ behavior.

Agree

100

7.7

15.4
Agree

76.9

23.1
Agree

76.9

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Figure 11, Survey Question 4a: Retention has negative effects on student’ behavior.

Purpose: The responses to Survey Question 4a indicate that the majority of the subjects

question disagree with the fact that retention has negative effects on students’ behavior. As

shown in Figure 11, 76.9% of the subjects disagreed with this fact while only 15.4% agreed.

7.7% of the population polled found this statement not

applicable.

Survey Question 4b: Retention has positive effects on students’ behavior.

Figure 12, Survey Question 4b: Retention has positive effects on students’ behavior.

Purpose: Most respondents to Survey Question 4b agree with the fact that retention has

positive effects of students’ behavior. Figure 12 illustrates an overwhelming number of

responses that agree with the positive effects as opposed to disagree.

Survey Question 4c: Overall, there is no change in students’ behavior after

retention.

Figure 13, Survey Question 4c: Overall, there is no change in students’ behavior after
retention.

Purpose: None of the responses to Survey Question 4c indicate that the subjects agree.

7.7

15.4 Agree

76.9

Disagr
ee

15.4
Agree

84.6

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Figure 13 depicts that the majority of responses disagree with this survey question.

Survey Question 5a: Retention has a negative effect on students socially.

Figure 14, Survey Question 5a: Retention has a negative effect on students socially.

Purpose: As shown in Figure 14, 69.2% of the population polled agree that retention has

negative effects on students socially. 23.1% of the population agrees that retention has negative

effects on students socially. 7.7% of the population find Survey Question 5a not applicable.

Survey Question 5b: Retention has a positive effect on students socially.

Figure 15, Survey Question 5b: Retention has a positive effect on students socially.

Purpose: An overwhelming majority of responses to Survey Question 5b indicate

that the subjects agree with retention having a positive effect on students socially.

Figure 15 shows that the minority of subjects disagree or find this survey question not

applicable.

7.7
23.1

Agree

69.2

7.7
7.7

Agree

e
84.6

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Survey Question 5c: Retention has no effect on students socially.

Figure 16, Survey Question 5c: Retention has no effect on students socially.

Purpose: The majority of subject disagree with the fact that retention has no effect on

students socially. Figure 16 depicts that none of the subjects agree with Survey Question 5c.

Survey Question 6a: Retention yields more positive results than negative.

Figure 17, Survey Question 6a: Retention yields more positive results than negative results.

Purpose: Survey Question 6a asks subjects about their overall feelings relating to the

positive results of grade level retention. All subjects but one responded that they agreed with

the fact that retention yield more positive results than negative. The overwhelming majority

can be seen in Figure 17.

15.4
Agree

ee
84.6

0

8.3

Agree

91.7

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Survey Question 6b: Retention yields more negative results than positive.

Figure 18, Survey Question 6b: Retention yields more negative results than positive.

Purpose: In Figure 18 the results show that the majority of respondents disagree with

Survey Question 6b. In alignment with Survey Question 6a, all but one of the subjects

indicated disagreement with the fact that retention yield more negative than positive results in

students.

Survey Question 6c: Retention yields no change in student performance academically,

socially, or behaviorally.

Figure 19, Survey Question 6c: Retention yields no change in student performance

academically, socially, or behaviorally.

Purpose: None of the responses indicate that the subjects feel that retention yield no change

in students. Figure 19 shows a majority of subjects disagree with Survey Question 6c and only

a quarter of subjects find this question not applicable.

Data Related to Subordinate Question 2 and Subordinate Question 3 from Survey

Comments

Many subjects commented on survey questions pertaining to Subordinate Question 2: ”

8.3
Agree

ee
91.7

25
Agree
75

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“What positive academic, behavioral, and social outcomes have been achieved by students in

a southern New Jersey elementary school district who were retained as opposed to students

who were promoted?” and Subordinate Question 3: “What negative academic, behavioral, and

social outcomes have been achieved by students in a southern New Jersey elementary school

district who were retained as opposed to student who were promoted?”. Most comments are in

regards to Survey Questions 3 through 6 and are listed according to the survey question.

Survey Question 3-Academics

• Subject C: “Some students give up when retained in ‘upper grades’, especially if
done in the early grades.”

• Subject E: In reference to Survey Question 3a and 3b- “In some cases.”

Survey Question 4-Behavior

• Subject A: “It depends upon the child.”
• Subject C: “It all depends on how the receiving teacher and parents work to create a

positive structure.”
• Subject E: In reference to Survey Question 4a and 4b-“In some cases.”

Survey Question 5-Social

• Subject C: “Especially in the ‘upper grades’ (4+). In the K-3 ages is the best time.”
• Subject E: In reference to Survey Questions 4a and 4b-“In some cases.”
• Subject F: “It all depends on how the [receiving] teacher and parents work to create

a positive [structure].”

Survey Question 6-Overall

• Subject A: “Hopefully the child has matured and is able to develop skills needed.”

• Subject C: “In the younger grades very dependent on support structures used.”
Subjects were given the opportunity to explain their personal experiences with and

detailed views on the issue of retention at the end of the survey. Several subjects

responded:

• Subject B: “I have tried to retain two students during my 20 years tenure however,
the parents disagreed. The students were [not] retained.”

• Subject C: “Our district is very careful about retaining. We do many interventions
to prevent the need for student retention. Students that have been retained in the

very early grades did very well with minor issues related to social-emotional

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growth. Retention above Grade 3 seems extremely problematic. The students were

socially devastated and saw it as failure. We need to be vigilant in the early grades

to monitor students and give them all the academic support needed to be

successful. We also need to focus more on letting children start school later if

they are immature. Maturity is a major factor in school success. Often derailing a

very smart student.”

• Subject F: “I tried to retain two students during my 20-year tenure, however, the
parents disagreed. The students were not retained.”

• Subject G: “I think in many cases retention is necessary for some students to either
mature behaviorally and emotionally, or to help give them another year of

academics to help them catch up.”

• Subject H: “In my experience, the students and parents have all greatly benefited
from the retention process and were glad they made the decision.”

Summary

This non-experimental study presented a careful assessment of the effectiveness of grade

level retention. The teachers that participated provided immense insight into views of educators

on the issue of retention. The qualitative data that was collected offers a close look into the

effects of grade level retention on students academically, behaviorally, and socially; as well as

examines the teachers’ views on the overall issue of retention. Chapter V of this study will

analyze and explain the results of this research in depth.

Chapter V: Summary and Discussion

Communication technology has been shown to benefit deaf/hard-of-hearing people

(Akamatsu et al., 2006; Maiorana-Basas & Pagliaro, 2014). This study has endeavored to

demonstrate what communication technologies deaf/hard-of-hearing people are aware of,

what role these technologies play in deaf/hard-of-hearing people’s daily life, and how

technology can be used more effectively by the deaf/hard-of- hearing. The literature review in

Chapter 2 detailed the four important laws that have opened the door to communication

technologies for deaf/hard-of-hearing people. The research gathered through this study

SAMPLE OF CHAPTER V: SUMMARY AND DISCUSSION

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reveals how communication technology is currently being used by the deaf/hard-of-hearing.

Finally, this chapter concludes the study with a brief summary of the research and a

discussion of the results.

Problem Statement

Advanced technology and related laws provide the potential for deaf/hard-of- hearing

people to benefit from communication technology. However, having the technology or services

available, being aware of them, and actually using the technology/service may be three

different things. To derive the most benefit from communication technology, the individual

must know that it exists, must be able to use it whenever needed, and must be open to using it

in new or unconventional ways. In an attempt to address these issues, this study has asked the

following major question:

Major Question: How can deaf/hard-of-hearing people benefit from communication

technology? The major question was answered by these three sub-questions:

Sub-questions:
1. What communication technologies are deaf/hard-of-hearing people aware of?

2. What role does communication technology play in the daily life of the
deaf/hard-of- hearing?

3. How can communication technology be used more effectively by the
deaf/hard-of- hearing?

Review of Methodology

The researcher employed a non-experimental, descriptive approach in answering how

deaf/hard-of-hearing people can benefit from communication technology. Surveys were sent

out to various deaf/hard-of-hearing acquaintances of the researcher. Also, a chain-referral

sampling method was used in which initial participants forwarded the survey to other

qualifying candidates. Twelve of the thirteen returned surveys were deemed usable for

answering the study’s research problem.

Summary of Results

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Sub-Question One: What communication technologies are deaf/hard-of-hearing people
aware of?

This sub-question was addressed in questions one and two on the survey (see Appendix

A). Participants were asked about their awareness of various communication technologies,

devices, and services. They were also asked how/where they learned about these

technologies.

Nine of the twelve participants were aware of many, if not all, of the technologies, devices, and

services listed in Table 1. Only Participants C, K, and J had a limited knowledge (three things

or less) of those technologies listed on the table, though they mentioned other hearing

technology such as hearing aids and cochlear implants.

Participants gave a variety of answers as to how/where they learned about the technologies they

listed. Several learned of these through family, friends, or the Deaf Community. Others listed

advertisements, forms of technology, or organizations/conferences as their means of learning

about technology that could benefit them. School, work, and audiologists were also mentioned.

Sub-Question Two: What role does communication technology play in the daily life of the

deaf/hard-of-hearing?

Survey questions three, four, and six were used to answer this sub-question (see Appendix

A). These questions asked what technologies, devices, and services they use; how frequently

they use them; and which are most used on a daily basis. Only Participants A and L did not

personally use any form of communication technology listed in Table 1. All the other

participants used at least two things on the table with several using five or more. Participants

tended to use nearly all their technologies, devices, and services on a daily basis though closed

captioning, texting, e-mail, and video chats appeared to be the most frequently used.

Sub-Question Three: How can communication technology be used more effectively by the

deaf/hard-of-hearing?

The final sub-question was answered through survey questions five and seven through

fourteen (see Appendix A). Participants were first asked to rate how satisfied they are with

their current communication technologies. Then, they were told to mention any technology,

device, or service they wish they had and why they did not have it. The survey inquired about

which communication issue participants struggle with the most and if they’ve tried any

technology to help with this. Lastly, participants indicated their attitude about trying new

technologies, devices, and services.

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One participant did not comment on her satisfaction level for her current communication

technologies. Only one participant reported that she was unsatisfied. Three people said they

were somewhat satisfied, while nine stated they were very satisfied with their current

communication technologies. [Note: The total is fourteen because two participants each marked

two different satisfaction levels depending on their various devices.]

Five of the participants did not wish for any communication technology, device, or service

that they did not own. The wishes of the other seven participants ranged from hearing aid-

compatible Bluetooth devices, a telephone that will work for both hearing and deaf people, and

better hearing aids to voice-to-closed-caption options on iPhones/iPads, FaceTime texting, and

“halogramming.” The participants did not own these technologies/devices because they were

either too expensive, not yet found, or not yet in existence.

The three most common communication struggles indicated by the participants were

talking on the telephone, talking face-to-face, and understanding lectures/sermons. Ten

participants listed these issues. Two other issues mentioned were being able to hear the driver

while riding in the back seat of a car and being able to contact people while out running errands.

Only three participants have tried any technology to assist with their communication issue.

Finally, participants rated their attitude about trying new technologies, devices, and

services that could help them. One participant stated that her willingness to try a device would

depend on the technology being offered. Three said they might try a new technology, device,

or service. The other eight participants expressed that they would be happy to try new

communication technologies.

Relationship of Research to the Field

The results of this study did align with some of the information presented in the literature

review of Chapter Two, specifically for the first two sub-questions. Deaf/hard-of-hearing

people can be aware of any available communication technology. The researcher of this study

used past studies on communication technology to compile the table of available

communication technologies, devices, and services used on the survey in this study. Maiorana-

Basas and Pagliaro (2014) highlighted several technologies in their survey study including the

TTY, e-mail, the Internet, and video conferencing. Also, texting and the vibration feature on

mobile devices mentioned by Harkins et al. (2010) and Power and Power (2004) were known

to many of this study’s survey participants.

The usage and frequency of use of various communication technologies, devices, and

services mentioned by the survey participants supports prior research. For example, Maiorana-

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Basas and Pagliaro (2014) noted that TTY use has declined as 70.1% of their sample reported

little or no use of the TTY. This percentage was even higher in this study as no participant

mentioned using the TTY. The benefits of texting and its daily use by the survey participants

was no surprise as research conducted by Akamatsu et al. (2006) and Power and Power (2004)

had pointed to this. The researcher was surprised that only half of the participants mentioned

using closed captioning, considering all the studies that have been done on this technology

(Burnham et al., 2008; Lewis & Jackson, 2001; Szarkowska et al., 2011). E-mail, texting, and

video chats were popular among this study’s sample just as they were in Maiorana-Basas and

Pagliaro’s (2014) survey.

The third sub-question offered more variation from the findings of previous research.

Maiorana-Basas and Pagliaro (2014) reported that over 40% of their participants wanted more

captioning available on websites and the Internet. In this study, only two of the twelve

participants wished for more captioning on Internet-accessing devices/services. The researcher

was also quite surprised that no one wished they had quicker/better/easier 911 access. Not one

of the survey participants indicated trouble with contacting 911 as one of their communication

issues, though several sources have listed this lack of access as a concern (“Access to 9-1-1,”

n.d.; Moore & Levitan, 2010; Power & Power, 2004). The researcher is glad that none of the

study’s participants have experienced difficulties with contacting emergency services, but it is

also a relief to know that text-to-911 should be a reality in the near future (“Text-to-911,” n.d.).

This study has confirmed previous research about the usage of communication technologies by

deaf/hard-of-hearing people, but it has also highlighted some areas, which differ from past

findings.

Discussion of Results

From looking at the results of this study, it appears that as a whole, deaf/hard- of-hearing

people are well aware of different communication technologies, devices, and services. Seventy-

five percent of this study’s participants were aware of five or more communication

technologies. Of the three who were not so knowledgeable, two were 75- and 83-years-old.

These two participants’ advanced ages may be the simple explanation of why they were not as

aware of various technologies. Also, they were both deafened later in life and thus probably

had no need to learn about technologies that could help deaf/hard-of-hearing people before

then. The other less-knowledgeable participant was only 14 years old; she has time to learn

about other communication technologies that could help her in her future. Apparently,

deaf/hard-of-hearing people, especially those who have been deaf/hard-of-hearing from birth,

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are educated regarding communication technologies, devices, and services that are available to

assist them. Those who are not as well-informed, mostly the older, late-deafened adults,

perhaps could benefit from a greater awareness of communication technologies. The older,

hard-of-hearing adults expressed a willingness to try new devices that could help them; they

simply did not know of many. Further research needs to be done to determine how to encourage

awareness and, more importantly, application of helpful communication technologies among

older, late-deafened adults.

This study has confirmed that the role of communication technology in the daily life of

deaf/hard-of-hearing people is substantial. The majority of participants used many of the

technologies, devices, and services that they were aware of, with e- mail, texting, video chats,

and closed captioning being the most prominent. As noted in the previous section, TTY use has

declined. TTYs were familiar to eight of the participants, but not one participant stated that a

TTY was used ever, not to mention daily. E-mail and texting seem to have taken the place of

the TTY for many deaf/hard- of-hearing people. In a way, this is a good thing, as now it is

easier for deaf/hard-of- hearing people to contact hearing people via a mainstream technology

that is familiar to both groups. Also, video phones and video chats in general are very popular

among deaf/hard-of-hearing individuals. Seven of the nine adults in this study utilized a form

of video chat frequently, if not daily. For those deaf/hard-of-hearing people who use them,

beneficial communication technologies are taken advantage of on a daily basis.

Communication technology was effectively employed by most of the study’s participants;

most had a wide variety of communication technologies, devices, and services to choose from.

Correspondingly, nine participants expressed satisfaction with at least some of their

technologies. However, three of the common communication struggles listed by the

participants may be solvable with technology, depending on the individual. For example, issues

with talking on the telephone could be solved by using a captioned telephone (CapTel) if the

deaf/hard-of-hearing person can use speech. Another reoccurring issue was being able to

understand lectures and/or sermons. Sign language interpreters can be one solution to this issue

if the deaf/hard-of-hearing person knows sign language. CART captioning could be the answer

for those deaf/hard-of-hearing people who do not know sign. One participant mentioned that

she struggles with being able to contact people when she is out doing errands. Since this

participant also mentioned that she would be happy to try new devices that could help her,

perhaps she would be willing to learn how to text. Eight of the participants reported that they

would be happy to try new communication technologies and the other four remarked that they

might try a new technology depending on the device. Further research needs to be done to

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determine if there is an inconsistency between deaf/hard-of-hearing people’s attitudes about

trying new technologies and their actual testing of them. Even with some lingering

communication struggles, deaf/hard-of- hearing people seem to be putting communication

technology to its best use.

Conclusion

The deaf/hard-of-hearing people who participated in this study have demonstrated that,

overall, they are quite aware of the various communication technologies, devices, and services

available to them. Communication technology is used widely and often by deaf/hard-of-hearing

people. Though there is always room for improvement, deaf/hard-of-hearing people appear to

use their technology in the most beneficial way by having a wide variety of technologies to

choose from. As communication technology continues to expand, advocates and lawmakers

need to continue to be diligent with updating deaf/hard-of-hearing access to these beneficial

technologies.

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REFERENCES
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domain. New York: Longmans.

Dennis, E. E. & DeFleur, M. L. (1991). A linchpin concept: Media studies and the rest of
the curriculum. Journalism Educator, 46 (2) 78-80.

Glatthorn, A. A. & Joyner, R. L. (2005). Writing the winning thesis or dissertation: a step-
by-step guide. (1st ed.). California: Corwin Press.

Glatthorn, A. A. & Joyner, R. L. (2009). Writing the winning thesis or dissertation: a step-
by-step guide. (2nd ed.). California: Corwin Press.

Kemp, J.E. & Smellie, D.C. (1989). Planning, producing, and using instructional media
(6th ed.) New York: Harper Collins.

Moore, R. C. (n.d.) Capstone courses, 1-22. Retrieved from
http://users.etown.edu/m/moorerc/capstone.html

Joyner, R. L., Rouse, W. A., & Glatthorn, A.A. (2013). Writing the winning thesis or
dissertation: A step-by-step guide (3rd ed.). California: Corwin Press.

Oliva, G. & Gordon, W. R. (2013). Developing the curriculum (8th ed.). Boston: Pearson.

Shuttleworth, M. (2014). Case study research design. Explorable Psychological
Experiment. Retrieved from https://explorable.com/case-study-research design

Spradley, J.P. (1979). The ethnographic interview. New York: Holt, Rinehart, and
Winston. The growth of a model college (A report of the President, Kings
College). (1986). Wilkes-Barre, PA: Kings College

http://users.etown.edu/m/moorerc/capstone.html

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ABOUT THE AUTHOR

Nina J. Haydel, EdD, is a former high school English and social studies teacher, and
retired academic advisor and associate professor of Curriculum and Instruction in the
MA in Education program at Central Michigan University. She is currently adjunct
assistant professor in the English Department at Rider University, Lawrenceville, NJ;
visiting professor at DeVry University, Philadelphia Metro Centers; mentor and
designer of graduate and undergraduate courses, and member of the University
Academic Council at Thomas Edison State University, Trenton, NJ; adjunct professor at
Bucks County Community College, Newtown, PA; and online adjunct professor in the
Humanities Department of Embry-Riddle Aeronautical University, Daytona Beach,
Florida.

Dr. Haydel has taught English composition, American literature, educational strategies
and curriculum development from 1987-1999, in Latin America and the Middle East.
From 1992-1993, she was a visiting professor at the University of Jordan, in Amman,
Jordan; consultant and lecturer for the Jordanian Ministry of Education; and from 1993-
1994, United States Academic Specialist to the Ministry of Education and private
educational academies in Jordan. She is responsible for the creation of the Jordanian
Writing Academy and has written several television scripts in Jordan, about King
Hussein bin Talil and his impact on his country and Jordanian education. She has
presented pedagogical workshops to faculty members at the Catholic University of
Ecuador in Quito, Ecuador, and DeVry University in Salvador (Bahia), Brazil, as well as
throughout the United States.

Dr. Haydel published two children’s book, The Creole Cats Come to Louisiana and The
Creole Cats Meet Hurricane Katrina, both popular with schools in New Orleans and
plantation gift shops in Louisiana. She authored textbooks and professional articles for
educational journals and university publications.

In addition, Dr. Haydel has taken to the stage to perform at universities, historical
societies, religious and social functions as the modern impersonator of Sally Hemings,
President Thomas Jefferson’s “slave concubine” and Frida Kahlo, the Mexican artist. As
a former history teacher (at the beginning of her teaching career), her quest for sharing
little known historical information has become an active hobby.

STUDENT GUIDE TO
• LIBERAL ARTS CAPSTONE

ACKNOWLEDGEMENTS
WHAT IS A CAPSTONE

• WHAT IS A CAPSTONE?

SELECTING RESEARCH METHODOLOGY

• COLLECTING DATA THROUGH FIELD RESEARCH
• WRITING YOUR CAPSTONE PROJECT

TYPES OF CAPSTONE PROJECT

• EXAMPLES OF MAJOR QUESTION AND SUB-QUESTIONS FROM VARIOUS STUDENT PROJECTS

CAPSTONE PROJECT: PRESENTATIONS
CAPSTONE PROJECT: FINAL REPORT
OVERVIEW OF THE COURSE
OVERVIEW OF THE COURSE
COURSE ASSESSMENT
A = 93–100 C+ = 78–79
PREPARING THE CAPSTONE
PREPARING THE CAPSTONE
DEVELOPING THE PROPOSAL
CAPSTONE CHAPTERS
DEVELOPING THE PROPOSAL
CHAPTER 1: INTRODUCTION
CHAPTER 2: LITERATURE REVIEW
CHAPTER 3: METHODOLOGY
CHAPTER 4: RESULTS OF THE STUDY
CHAPTER 5: SUMMARY AND DISCUSSION

• FINALIZING AND SUBMITTING YOUR CAPSTONE PROJECT

FINALIZING AND SUBMITTING YOUR CAPSTONE PROJECT
FRONT MATTER DETAILS

• WORKING WITH WORDS: WRITING FOR IMPACT

Congratulations! You have now finished your first major research study. Pat yourself on the back and celebrate!
APPENDICES
APPENDIX A: CAPSTONE SAMPLES
REFERENCES
ABOUT THE AUTHOR