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Table of Contents
Special Thanks 1 Introduction 2 Capstone Overview 3 Capstone Deadlines 5 Chapter 1 Focus, Proposal, Expert in the
Field, Fieldwork, Learning Log 6
Chapter 2
Research Paper Topic, Resources, Format 19
Chapter 3
Portfolio Requirements, Portfolio Order 37
Chapter 4
Presentation, Planning, Requirements 45
Fall Read This! And Capstone Poster 54 Final Thoughts 58
Special Thanks
Seniors of 2019
Thank you for graciously sharing your insight
with the Seniors of 2020
The 2018-19 Yearbook Staff
Thank you for your vision, dedication, hard work,
and amazing creativity in developing and producing the
concept for the 2020 Capstone Handbook
The 2018-19 Art Club
Thank you for the inspiration of your beautiful garden
at the front of Collegiate High
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Work as hard as you can, and
watch how you’ll grow!
Introduction
The purpose of this handbook is to allow the voices of experience—the Class of 2019—
to pass their knowledge to you—the Class of 2020—at the beginning of your Capstone
journey so that you are prepared.
Ask many questions, never assume, and take advantage of the resources available to
you. If something is repeated, it is important, so pay attention!
Without further ado, the theme of this
Capstone Handbook is How to Start Growing Your Garden!
Gardening creates responsibility for the
gardener. You can’t ensure the success of your
garden, but you have to do your best!
As Rudyard Kipling said, “Gardens are not made
by singing, ‘Oh, how beautiful,’ and sitting in
the shade.”
Seniors of 2020, make your Capstone
projects—your gardens—flourish!
2
Collegiate High School at NWFSC
Senior Capstone Project
Overview
The Purpose—
The senior capstone project provides students an opportunity
to select a topic of interest and to assume responsibility for
their own learning by collecting, selecting, and reflecting on
their educational experiences at the Collegiate High School.
The senior capstone project is embedded in the Career
Research and Decision Making class; successful completion of
the class earns students .5 high school credit per semester.
Students begin the process for choosing their project and
planning their field work in the spring of the junior year. The
students continue their work during their five hours of CRDM
and independently as needed in the fall and spring semesters
of their senior year. They present their findings in the form of a
portfolio and oral presentation before a panel of judges during
the spring semester.
The Project—
The components of the senior capstone project include
Project or field work-a project that provides the students a learning stretch and requires at least 15 hours outside of school.
Research paper—a documented paper on an issue relating to and arising from the student’s field work
Oral Presentation—an 8-12 minute illustrated speech that showcases the student’s research and the project.
Portfolio—a notebook that documents the student’s capstone journey.
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SKILLS FOR SUCCESSFUL CAREERS
The Senior Capstone Project provides students the opportunity for practical
application of their classroom experiences and to demonstrate the skills
identified by the SCANS report as those needed to be successful in the work
place.
The know-how identified by SCANS is made up of five competencies and a three-part foundation of skills and personal qualities that are needed for solid job performance.
COMPETENCIES —effective workers can productively use:
Resources—allocating time, money, materials, space, and staff
Interpersonal Skills—working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds
Information—acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information
Systems—understanding social, organizational, and technological systems; monitoring and correcting performance; and designing or improving systems
Technology—selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies
THE FOUNDATION—competence for workplace productivity requires:
Basic Skills—reading, writing, arithmetic and mathematics, speaking, and listening
Thinking Skills—thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning
Personal Qualities—individual responsibility, self-esteem, sociability, self-management, and integrity
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Senior Capstone Project Deadlines for the Class of 2020
Capstone Completion Deadline –Final Date assignment is DUE
Past 3:00 PM on these dates the assignment is LATE – Late assignments drop 20% per day – after 5 days assignment must be still be completed but NO credit will be given
August 12 Summer Read This assignment, Capstone update form, and Expert-in-the-Field form – revisit Honesty Policy
August 19 Topic Poster due AND Academic Resume due
August 26 Learning Log draft – at least TWO complete entries
Sept. 3 (Tues) Fall Read This assignment is due
September 23 Final Learning Log (typed and edited with photos/pictures and other documentation
Expert and Parent VERIFICATION forms due
September 30 Researching Your Research due AND Research paper proposal due
Interview questions for research paper – set up a time and date for interview
October 21 Complete Interview - Interview Verification form Due
Research paper Writing Plan with sources and interview documented completely
Hard copies of all cited sources due
November 8 (Fri) First draft of COMPLETE research paper due to take to the ASC
Schedule ASC appointment for paper review-show appointment reminder to your advisor. Attend ASC Appointment and Rewrite
TBA Student Led Conference Plan
December 3 Second Draft DUE. Turn in First Draft with ASC Signature and Second Draft.
January 13 Letter to the judges due
Final Research Paper due
Send paper to Turnitin.com
January 21(Tues) Research Paper Defense Presentation presented to advisor
Revised academic resume
Capstone Reflection questions
January 27 Portfolio review (with FINAL research paper) – one UNBOUND copy of portfolio (black and white)
February 10 Three bound copies of COMPLETE portfolios – due by 3PM or you will not present in March, but May.
February 28 (Fri) You must have practiced your complete speech with visuals at least three times
once in CRDM (sign up quickly – miss dates, no presentation)
once with parents or another adult
once with your advisor Sign-off sheet for all three practices due. Pick up your “Golden Ticket” from your advisor.
March 10-12 (Tues, Wed, Thurs.)
Senior Capstone Presentations Thank you notes will be due after Spring Break and during a Capstone Monday. Dates TBD.
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Chapter 1:
Focus, Proposal, Expert in the Field,
Fieldwork, Learning Log
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Chapter 1 Getting Started
Choose a Topic—Choosing a topic for your Capstone project is a big part of your Capstone
Minimester class. Here are some answers to “What should I do my Capstone about?” from the
class of 2020.
Do their best to do something they love instead of being forced (perhaps by parents) into
something that they may or may not enjoy
Choose a topic based on what THEY like. Don’t worry about what you think the faculty or
judges want to see. If you do something that you are interested in and passionate
about, your enthusiasm will show in the work that you do
[Do] NOT hesitate to change [the] topic if they are not interested in it whatsoever! Don’t
choose a placeholder and expect it to turn out as planned
Take the time to pick a ton of different topics you like to try and order them… from
Really Want To Do to Something That You Still Think Would Be Interesting. You are
guaranteed to get at least one of them…to make your capstone experience….something
you look back on fondly.
Don’t panic if you can’t find the right topic right away; having one you will enjoy is far
more important.
Pick a topic that they are honestly interested in. It’s easy to fly through work you don’t
enjoy, but the Capstone project is probably the only chance you’ll get before college to
experience this type of workload while you still have many resources available to you at
a reasonable distance and cost
Find a topic you love and you’ll soon consider it your baby, a baby you’re going to
nurture and present in a way that only you are capable of doing
Besides being passionate about your project, it is important to have a topic that is
focused and achievable. For example, writing ten original songs and recording them for a
demo CD is pretty ambitious for a busy senior year. However, writing and recording two
original songs is achievable. You could always do more than two if there is enough time.
Pick a topic that will benefit you. You are going to spend a lot of time with this project.
Next March, when your presentation is over, you want to walk away with something—the
career research you and your college will appreciate, the skill you always wanted time to
learn/develop, the worthy cause you wanted to help.
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Common Focus Problems and How to Avoid Them
Problem: I have no idea what to do. I’m stuck.
Solution: Actively participate in the focus selection activities. Talk to your peers, your parents
and the faculty. Get engaged in your project!
Problem: I’ve talked to several seniors, and I now know everything about Capstone. I’ve
already figured out my fieldwork, talked to an expert, and I’m going get started right away.
Solution: Be careful! Capstone requirements change from year to year. Be open to and aware
of the Capstone requirements and make sure your ideas fit the parameters. No fieldwork
hours can be counted until approved by Mrs. Cruickshank. Students have had to re-start their
entire projects from the beginning because they did not follow directions.
Problem: My friends are doing projects about their possible careers, but I don’t have a solid
career idea yet. Their projects will be great, and mine will be lame.
Solution: Great Capstone projects have come, and will continue to come, from all topics,
career-related or not. It is most important that you are excited about your project.
Problem: I keep hearing about some kind of “service” during Capstone. What counts for
“service”? What if my project is all service? What if none of it provides a service to others?
Solution: Capstone fieldwork must include an element of service to others. In some cases, the
service is the fieldwork. If so, that should be documented clearly in your learning log. If you are
the one who benefits from the fieldwork, by learning new information or acquiring a new skill,
you must somehow show how you have used your new information or skill to help/serve
others. Ask Mrs. Cruickshank or your Capstone Advisor for ideas, but FIRST, find a topic you are
passionate about! If you are interested in your topic, you will be able to develop a service to
others. Your Capstone Advisor will help!
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Proposal
Proposal--The proposal is the real beginning of Capstone. It needs to demonstrate a “learning
stretch.” For example, if you are an artist, you may explore a new medium, paint a mural at a
school, or teach an artistic skill to someone else.
Students who take time to think, discuss, and explore ideas with parents, teachers, and
community members are usually able to create a well-crafted, usable proposal that meets
Capstone criteria without re-writing the proposal several times. A good proposal should be so
well written that parts of it can be used later in your presentation and in the Letter to the
Judges.
Service to Others--Your Capstone project must be of some benefit to others. Service to others
can take many, forms. You can volunteer, create something needed, donate something you
made, or develop your own idea. This component will be part of your presentation. It should
not be an afterthought, but neither should it be the determining factor for a topic.
The service to others should be clearly presented in your proposal.
The service to others is part of the Capstone Synopsis which will appear in your
portfolio for the judges to see.
I am most proud of my service to others. It took a lot of preparation to put together my
own photoshoot for the families.
Field Work and Learning Log
Field Work—This is the “hands-on” component of the Capstone project. You are required to
document at least fifteen (15) hours of field work. Many students do much more than fifteen
hours. You may NOT conduct field work during CRDM or other class times. You may not miss
college classes or labs to participate in field work.
The field work may result in something another person can see or hold (painting,
pamphlet, iPhone app) or something you will experience (work in an area of interest, volunteer
work, tutoring).
Your field work must be guided by an expert and be thoroughly documented in your
learning log. An “internship” should be carefully discussed with Mrs. Cruickshank in order to
make sure it fulfills all requirements. 9
Learning Log--A student’s learning log is part of Capstone because it shows how you spent your
time and what you learned from your project. It also documents how you developed skills,
learned new information, and solved problems during your project, from start to finish.
In the learning log, students need to demonstrate that they spent at least fifteen (15)
hours in the field. Students will follow a template for each entry in the learning log. Students
should use strong vocabulary and correct spelling, grammar, and sentence structure. Work on
the learning log as you go. Edit your log more than once.
My original plan for field work ended up falling through…[I] actually
came out with a better quality product.
[The fieldwork] allowed me to capture all the information I wanted to
gain about that specific field as well as allowing me to have a lot of
fun in the process.
…my fieldwork both genuinely scared and fulfilled me. I took a leap
in becoming vulnerable in a new way through the project I
completed, and it helped me grow as a person.
…Do as many hours in the field as [you] can. These hours can help you learn more about
the topic and you will do better when being questioned….
There should be plenty of pictures demonstrating what you did. Many students in the
past have regretted they did not take more photos.
Take pictures! Even if it’s just pictures of the sign or you before you go in.
…Take photos during their project. It is a simple task, but trying to find photos after
finishing the project can be a scary experience.
Take good notes and lots of pictures of what they did that day. I wrote small notes and
took a few pictures, but more notes and way more pictures would have been helpful.
One of the first things you should do is check with your expert in the field to see if
photos are allowed during your fieldwork. If photos are limited or not allowed, work with your
expert to see what you can include in your learning log—drawings, diagrams, emails, literature
from the site, etc.
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Even if photos are not allowed, you MUST have a photo of you during your field work
for your portfolio. Students in fields where privacy is an issue, such as medicine or law, have
had taken photos showing themselves in front of a building or sign where they worked.
While doing your fieldwork, think of possible research paper topics for each log entry.
What did you find interesting or strange, or what do you want to know more about? Pay
attention to details. These details that caught your attention will lead you to your research
paper topic.
If [you] are offered opportunities to travel for [your] fieldwork, then take that chance!
You will not believe the knowledge and opportunities gained for you when you dig into
your fieldwork…
Consider working with many kinds of places…[talk] to [people] and have many places to
choose for projects from rather than run with only one plan.
Use the summer to your advantage. College classes get stressful during the fall.
Make sure your expert in the field knows about the research paper requirement. Your
expert is a wonderful resource for issues in your field, one of which may make an interesting
and fulfilling research paper.
Once something popped into my head, it started to snowball into this amazing thing I
found so interesting. I grew to love what I was
writing about, and I’m proud of the time I took on
it and the paper I produced.
Some projects are easy, but they have a hard time
integrating a research paper. Pick a project that is
exciting for you, but one that is also research-able.
I investigated a topic that was new to me.
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[Seniors should] choose a topic based on what THEY like. Don’t worry about what you think the
faculty or judges want to see. If you do something that you are interested in and passionate
about, your enthusiasm will show in the work that you do.
Examples of Projects in Field Work Focus Areas
Service Learning Field Work
Examples include work involving mission trips, animal shelters, political campaigns, Grace Rides,
food pantries, crisis response, technical theater support, museums, youth sports, etc.
[I was] able to help the teens at the Navarre Autism Center move further along in their
behavioral training.
Self-Development Field Work
Examples include flying lessons, scuba lessons, music lessons, art lessons, learning a language,
starting a business, etc.
…my fieldwork both genuinely scared and fulfilled me. I took a leap in becoming
vulnerable in a new way through the project I completed, and it helped me grow as a
person.
Career Field Work
Students have volunteered with doctors, dentists, ophthalmologists, orthodontists, lawyers,
teachers, youth workers, law enforcement, coaches, veterinarians, archeologists, computer
programmers, professional sports teams, etc.
My fieldwork [on Eglin AFB] was extremely interesting and taught me a lot of lessons
about a professional work space and what engineers actually do.
Curricular-Based Field Work
Students have written books and articles, worked on mathematical projects, and performed
original research.
During my fieldwork, I made my expert proud of me and the people he worked with were
impressed by me. 13
Senior Capstone Project-- Expert in the Field
While parents or friends may have a suggestion for someone to act as your expert in the field, you should be the one who makes contact with him/her.
Ask any and every question that comes to mind. Don’t worry about annoying your
expert; he/she is probably excited to be teaching someone who is willing to learn.
Before you choose an expert:
Read the requirements and responsibilities handout
Verify your Capstone project has been approved.
Identify specific requirements an expert needs to assist you with your project/field work
Information you will need to know about your expert:
Name
Place of employment
Job Title
Years of experience in your area of interest
E-mail address
Mailing address
Work Phone and/or home phone
When he/she is available to meet with you during the school year
Where and when you will meet Your first meeting:
Take a copy of the expert packet and the list of requirements and responsibilities
Take a copy of your capstone project proposal/task and cost analysis
Be prepared to explain your project
Dress appropriately and be well-groomed
Be punctual
Take paper and writing instrument with you to the meeting
Introduce yourself in a professional manner—firm handshake, smile and eye contact
Requirements for your Expert
Must be over twenty-one (21) years of age
May NOT be a relative by blood or marriage
Must be available for consultation with the student during the field work stage
Must be an expert with significant experience in the student’s topic
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Learning Log
Your learning log is a written journal (blog, diary) in which you recount your experiences and trace your steps while working on your field work. The learning log becomes a major piece of your Capstone portfolio. Use this template to write your learning log entries.
All blocks/sections must be completed for EVERY entry. All entries must be in well-written complete sentences.
Write in FIRST person, - I, me, mine, myself, my
Day and Date: i.e. Monday, July 7, 2012
Hours spent—from when to when? – i. e. 8:00 am – 1:00 pm
Time spent this visit – i. e. 5 hours
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Paragraph 1: What activities took place during this time span (contact with expert-in-the-field, field work experiences, etc.)? What happened/what did I experience?
Paragraph 2: Reflection
Report your successes, surprises, disappointments, difficulties, changes, etc. What did I learn from this?
What were my feelings about the experiences of this day/event…?
Paragraph 4: What is my next step in this area of learning?
Paragraph 3: What topics or questions occurred during this time that I could use as a research
topic?
Include any pictures, sketches, diagrams, photographs, letters, emails that relate
to your project. These items should document your field work progress and allow
readers to see what you are writing about. If you produce an item during your field
work, you should include that item or photographs of it.
Collegiate High School at Northwest Florida State College
Senior Capstone Project Agreement
Thank you for volunteering your time to serve as an expert in the field for the
Collegiate High School Senior Capstone Project. We appreciate the time and effort that
you will spend with this senior as he/she works toward completion of this project.
Since the student selected his/her own project, it is his/her responsibility to explain
the project to you. He/she should also be able to explain what he/she needs from you
and how he/she will benefit from your expertise.
Please sign below to indicate that you agree to give your time to assist this student.
Christine Cruickshank
Collegiate High School at NWFSC
100 College Blvd.
Niceville, FL 32578
729-4949
Student’s name (please print)___________________________________________________
Name__________________________________________________________________________
Place of employment___________________________________________________________
Job Title_______________________________________________________________________
Work/home/cell phone numbers_______________________________________________
E-mail address________________________________________________________________
Home address_________________________________________________________________
Signature___________________________________________________Date______________
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Collegiate High School at Northwest Florida State College
Senior Capstone Expert in the Field Verification Form
Student’s Name________________________________________________________ Expert’s Name (please print)______________________________________________ Since most of the time spent on the project/field work section of the Senior Capstone Project was completed outside of the school day, verification of the student’s efforts is appreciated. Please answer the following questions to help us evaluate your student’s project/field work.
1. Can you verify that the student spent at least 15 hours completing this project/field work? YES__________________ NO _______________________ Comments_____________________________________________________
2. Have you seen the field work at different stages of completion, not just the final phase?
YES__________________ NO ______________________ Comments_____________________________________________________
3. What specific problems did the student encounter and overcome?
4. What successes have you seen the student achieve through this project?
5. When did the student meet with you?________________________________________
_____________________________________________________________________ Expert-in-the-field signature______________________________________________
Date____________________________
17
Senior Capstone Project Parent Verification Form
Student’s Name________________________________________________________ Project/Field work______________________________________________________ Since most of the time spent on the project/field work section of the Senior Capstone Project was completed outside of the school day, verification of the student’s efforts is appreciated. Please answer the following questions to help us evaluate your student’s project/field work.
1. Can you verify that the student spent at least 15 hours completing this project/field work? YES__________________ NO _______________________ Comments_____________________________________________________ ______________________________________________________________
2. Have you seen the field work at different stages of completion, not just the final phase? YES__________________ NO ______________________ Comments_____________________________________________________ _______________________________________________________________
3. What specific problems did your student encounter and overcome?
4. What successes have you seen your student achieve through this project?
Parent/guardian signature______________________________________________ Date____________________________
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Chapter 2:
Research Paper Topic, Resources,
Format
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Chapter 2 Research Paper Research Paper--The research paper is a part of Capstone because it allows you gain scholarly
knowledge on your topic. Demonstrating that you know how to perform and report research in
a field of interest is an important skill you should be able to do at this point in your educational
career.
You are supposed to find something that surprises, intrigues, or disturbs you during
your fieldwork. Your research paper should rise from this surprise, intrigue or disturbance.
Your learning log will be a great resource for your research paper topic IF you have kept
up with writing it, and IF you have been detailed enough. After fifteen hours of work in an area,
you should have developed a curiosity about some aspect of your field work.
Like the project selection, writing your research paper will be easiest if you are
genuinely interested in the topic you select. Writing an excellent research paper on something
you have absolutely no interest in is very difficult.
I took a topic I knew little about and researched it for days to learn as much about it as I
could and then I produced one of the best papers I have written.
[The paper] was my favorite part of my Capstone experience and I learned a lot about a
disease that is extremely important to my family.
Specifications
Length—It is a minimum of four and three-fourths (4 3/4) to five (5)
pages without the Works Cited page, double spaced, with consistent
MLA format throughout. Professional appearance and content will get
you the grade you need.
References—Books, database articles, and an interview with someone
knowledgeable in the field are acceptable references. You must use a
minimum of four (4) scholarly sources, including the interview.
Copies of your sources must be given to your advisor when your paper
outline is complete. Your advisor will give you instruction about this.
You may NOT use book reviews, websites without permission, Wikipedia (or any Wikis),
summaries/abstracts of books or articles as sources.
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N. B. If you have found and used a minimum of four (4) scholarly sources in your paper, you
may ask for permission to use a reliable, valid website to supplement information from your
four (4) scholarly sources.
Interview--One of your sources must be an interview with a real person with knowledge of the
field. It does not have to be your expert. The interview must be conducted face to face. Create
a list of questions before your interview and record the replies you received. You will turn
these questions and answers in with your other sources.
Documentation—The MLA style of documentation should be followed for the in-text citations
as well as for the Works Cited page.
For printed material, use the latest edition of the MLA Handbook.
For electronic sources, use the following link:
http://lrc.nwfsc.edu/citinghelp.cfm
Format—Before writing your paper, you should read and organize your sources. You should
conduct your interview before you begin writing your paper. Synthesize the ideas from your
sources and interview, and present them in an organized way in your paper.
Do not use second person (you, your, yourself).
Each idea from a source, whether it is paraphrased, summarized, or quoted directly, will
need an in-text citation.
No more than 25% of your paper may be direct quotes. All quotes should be integrated
into your paper, not dropped in, and they should be discussed fully.
Plagiarized papers will receive a zero (0). Review the Honesty Policy on the website for
further details.
Final papers will be submitted to www.turnitin.com. Your advisor will provide instruction
for this step.
Before even writing the paper, I created an outline that framed my thoughts and ideas in an
orderly fashion. …My stress over writing the paper decreased exponentially; this research
paper was the fastest paper I have probably ever written.
A well done outline shaves the final writing time down by at least half and makes the writing
process immensely less stressful.
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Paper Proposal—You will have to write a paper proposal that details your idea for your
research paper topic. It will include the above mentioned scholarly sources, so be prepared to
do some research on your topic.
The exercises in Additional Forms, Worksheet for Choosing a Research Paper Topic and
Developing a Thesis Statement, will help you discover and develop a topic and decide if it has a
strong enough focus for a research paper.
Spending enough time on these two steps, choosing a topic and developing a thesis
statement, will insure your paper development goes smoothly.
The paper made me very nervous since I had not done many papers of that length
before. I…did much better on it than I expected to.
Choosing A Topic
Choose a topic by focusing on interests and talents and making them productive in a
project. If you’re interested in it, it won’t be a boring
project.
Use the small details that caught your attention to help you
pick out your topic.
Ask your expert for ideas for paper topics.
Writing Your Paper
Once you have a topic, you should start writing it.
Procrastination is the biggest problem; just get it done.
When working on your draft, have people read them. When others read your paper,
they will catch minor problems you couldn’t see.
Make sure you do the outline thoroughly with sources because it will make the process
ten times smoother.
You will be required to take your paper to the Academic Success Center. The earlier you
can schedule this appointment with a written draft, the better. They won’t edit it, so
you may need to go back again.
When writing your research paper, watch your grammar, cite correctly, and revise it
yourself before turning it in. The advisors are not going to edit it for you
13
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Sources
Take notes while reading articles and websites because it is annoying to go back through
sources to find information relevant to each paragraph.
Print out each source as soon as you read it. You have to turn them in later, so keep
them with you now.
Everything that came from somewhere else needs to be cited, even if you don’t use
quotation marks. Really, for real, seriously.
Don’t try to claim something is common knowledge so you don’t have to cite it.
Somebody will call you on it, and you don’t want it to be a judge. Just cite it.
Cite everything correctly (both on the works cited page and parenthetically within the
paper) unless you want to go back and fix it. BUT, If you don’t know how to cite
correctly, at least put the name of the source in as you write. You can always get help
afterward for citations.
Visiting the ASC
You will have to schedule an appointment with the
Academic Success Center to review your first draft. There
is a deadline for SCHEDULING an appointment. Follow it.
The ASC gets booked early, so don’t delay scheduling your
appointment.
You must bring a finished draft. The ASC will not look at 1
paragraph and an outline.
The ASC is a great resource for help with documentation!
I put more energy into the paper and tried to perfect it as much as possible.
I worked on it harder and revised it more than I ever have done with any other paper in
my entire school career.
...Get research paper done over time and start way before the due date. Procrastinating
on it is killer since it is 5 pages long.
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Senior Capstone Paper Proposal
1. Write a 5-8 sentence summary of your field work experience. (Save this to use later in your letter to the judges.)
2. Describe the paper topic you are considering that relates to and arises from your field work experience. In this description, explain what occurred (surprised you, intrigued you, disturbed you) during your field work experience that led you to this paper topic. (minimum 3 sentences)
3. What is your research question? (Use the information from the Worksheet for Choosing a Research Paper Topic/Researching your Research).Form your thesis statement from your research question. (minimum 2 sentences)
4. One source for your research paper must be an interview with a person who is knowledgeable about your topic. Who will you interview to gather information or to confirm facts? Why would this person be knowledgeable about your topic? (minimum 2 sentences)
5. List, using MLA format, at least four scholarly sources you have read that affirm that you have a viable research paper topic. These sources should have helped you narrow your topic to one that can be covered in a minimum of four and three-fourths (4 3/4) pages.
Do not list websites for any reason. Sources MUST be scholarly – databases are your best
bet!
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Defending your Research Paper
The purpose of this assignment is to make you think about your
research paper and be able to discuss your research and the
findings. You will need to include your research in your Capstone
presentation and this will make you more comfortable discussing
your paper and your findings.
You should prepare a 5-7 minute presentation that covers all of
the points below. Your PowerPoint presentation should be 5-10
slides in length. You should NOT read your paper. You may have
note cards for your defense.
Your advisor will determine the date to present your defense.
Briefly summarize your field work.
What is your research paper topic?
How does your paper tie in to your field work?
What is your thesis statement?
Discuss your findings completely. Be sure to discuss all of
your major points and the information you found to support
your points. Include your resources here as well (according
to Smith….)
What do you feel is the strongest point of your paper? Why?
What do you feel is the weakest point of your paper? Why?
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Interview Form
Name: _________________________________________ NOTE: Important. This form must be completed prior to conducting an interview with someone for your Capstone project. Person to be interviewed:_________________________________________________________
Place of interview (specific address):__________________________________________________
Date and time of the interview:___________________________________________________
Estimated length of interview:__________________________________________________
1. Briefly state nature and purpose of interview.
2. List objectives you hope to accomplish during interview.
3. List what you have accomplished in preparation for the interview.
4. List all the questions you intend to ask during the interview. Be thorough. Write at least ten questions. (1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
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Thank you so much for volunteering your time to talk to a student concerning his/her Senior
Capstone Project. The Capstone Project program affords students the opportunity to gain
specific information regarding an occupation, body or knowledge, or skill from an adult expert
in that field or area.
The time, place, and approximate length of interview should have been arranged with you prior
to the interview. We would find it very helpful if you could spend a few minutes after the
interview filling out the following information concerning the interview. We would like you to
help us determine how effectively the student utilized this opportunity. You may give this
completed evaluation to the student after the interview or send it to the Collegiate High School.
Thank you, again, for taking time to share your expertise with our students.
Christine L. Cruickshank
Collegiate High School – Capstone Coordinator
Student's Name
___________________________________________________________________
Area of Study
____________________________________________________________________
Interviewee’s Name
_______________________________________________________________
Address
_________________________________________________________________________
Phone ___________________________________
1. Did the student arrive on time for the interview? Yes______ No______
2. Was the student prepared with questions? Yes______ No______
3. What was the total interview time? _____________________________________________
4. Did the student take notes? Yes______ No______
5. Did you feel the interview was valuable? Please explain.
_________________________________________
Interviewee’s Signature 30
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Student Name
Mrs. Cruickshank
Capstone
Day Month Year
Title (Note: Do NOT name your paper Research Paper)
Compose an introduction here. Five to seven sentences. The last sentence in your
introduction is your thesis statement.
1. Body Paragraph topic sentence one or topic one
Brief summary of source (one to two sentences or phrases)
o Source in parentheses
Brief summary of source (one to two sentences or phrases)
o Source in parentheses
2. Body Paragraph topic sentence two or topic two
Brief summary of source (one to two sentences or phrases)
o Source in parentheses
Brief summary of source (one to two sentences or phrases)
o Source in parentheses
3. Source in parentheses Body Paragraph topic sentence three or topic three
Brief summary of source (one to two sentences or phrases)
o Source in parentheses
Brief summary of source (one to two sentences or phrases)
o Source in parentheses
Student 1
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4. (Optional) Body Paragraph topic sentence four or topic four (Note: you may add
paragraphs)
Brief summary of source (one to two sentences or phrases)
o Source in parentheses
Brief summary of source (one to two sentences or phrases)
o Source in parentheses
5. Concluding thought will come at the close of the conclusion. Note that you may be
“borrowing” a few words from the thesis to close out your paper. Do not introduce new
details in the conclusion.
Finally, write here exactly where you think your interview will appear in this writing
plan.
Complete the Works Cited on the next page of the document.
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Student 2
Works Cited
Student 3
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Capstone Research Paper—Style Guide
Before you turn in the final copy of your paper, check the following elements in your paper. After you are satisfied that you have met the criteria listed below, complete the editorial checklist on the next page; sign it, signifying that you have checked all the components listed, and attach it to your submitted copy. Note: your paper is not complete unless you have completed the checklist and stapled it to your final copy. To succeed, your paper must meet the following criteria. MLA—USE SIZE 12 FONT, CALIBRI (NOT TIMES NEW ROMAN)
Heading page numbers, spacing, margins all follow MLA style
In text citations are correct and match the Works Cited list exactly
All referenced material is listed on the Works Cited page
Works Cited follows MLA format in every way—spacing, alphabetical, indentions, format
Quotes and quoted material is integrated into the paper—NO ORPHANED QUOTES
Long Quotes are used sparingly—one at the most
Originality report from Turnitin is no more than 25%--paper will not be graded until this criteria is met
Composition Skills
Introduction provides background and sets up logic for the thesis
Thesis occurs as the final sentence in the introduction
Body paragraphs begin with the topic sentence
Body paragraphs end with concluding sentences—DO NOT END PARAGRAOHS WITH QUOTES
Transitions occur between paragraphs—in topic sentences and between concepts
Conclusion refers back to the thesis, sums up and projects from the paper
Paper does NOT appear to be an early draft—shows signs of rigorous revision
Mechanics
Sentences punctuated correctly
Sentences vary in length and style
All punctuation is accurate
Spacing, spelling, and standard grammar conventions are followed (see editorial page)
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Capstone Research Paper—Edit Checklist
Editing Checklist: Find and correct many of your own errors by proofreading. Run your paper through
this list and see what you can do to improve it.
Format _____ heading in MLA format/page numbers in MLA format _____ Works Cited page in MLA format _____ title in MLA format _____ In-text quotations in MLA format _____ Calibri/12pt _____ Double spacing—no additional line breaks _____ paragraph indents _____ Works Cited has hanging indentions _____ in-text citations correct—no extra commas, periods after in-text citations _____ names, dates, and numbers in the correct format Mechanics _____ comma for subordinate clauses that begin sentences (complex sentences) _____ comma and conjunction (or semicolons) for joining independent clauses _____ comma/colons to introduce quotations where appropriate _____ commas and periods inside quotations _____ underlining or italics for novels/quotations for short works like essays, stories, poems Grammar/Style ______ fragment(s)/run-ons/comma splice _____ no tense shifts—using past tense for this assignment _____ parallel structure/pronoun reference—no…”a person…they” _____ varied sentence structure—not all the same in length and style _____ academic word choice—steps beyond the obvious
_____ avoid first person, you, your, we, our, me, mine, us; avoid casual language) _____ capitalization/spelling Organization/Coherence _____ transitional words and phrases within paragraphs _____ transitional words and phrases between paragraphs _____ ideas arranged in appropriate order/good logic, easy to follow _____ essay structure offers clear introduction, body, and conclusion _____ quotations are embedded and explained _____ summary or paraphrase is accurate and documented _____ thesis is supported by valid, well-stated argument Content _____ text-based examples and explanations _____ key words explained _____ quotations, paraphrases, and summaries appear relevant/incorporated _____ supported opinions and assertions _____ clear, elaborated ideas Signature of Writer__________________________________________
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Chapter 3:
Portfolio Requirements, Portfolio Order
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Chapter 3 The Portfolio
The Portfolio--The portfolio is one of the biggest and most valuable parts of Capstone project, yet it is also the easiest. Organization is essential, as is time-management and attention to detail.
To see everything I’ve done and everything I’ve accomplished and overcome to get to
where I am [is wonderful]…My portfolio is a testament to my accomplishments and I
couldn’t be more proud of it.
The assignments and the whole project itself built up my sense of organization and
getting things done.
The portfolio includes front and back covers, a title page, letter to the judges, learning log that details field work with photos and other documentation, research paper with works cited page, Capstone reflection, completed expert in the field and parent verification forms, and academic resume. Section dividers are also needed in the portfolio.
Students are encouraged to save copies of their work in various places such as their email and jump drives. Back up everything more than once!
Students will be given six (6) pieces of cardstock. Three (3) of these will need to be printed with the cover requirements and three (3) will be left blank for the back cover of the portfolios. No covers can be printed on the NWFSC campus.
Students may not print any part of their final portfolios in Building 340 at NWFSC. This includes the CHS office as well as all faculty/staff and lab printers, including the sophomore printer. If a student has issues with printing, he/she is encouraged to speak with Mrs. Cruickshank.
The portfolio is NOT required to be printed in color.
Start a folder, physically and electronically, for every little paper you get during your
Capstone project because it will make your portfolio easy to put together in the end.
Senior Capstone Portfolio—The exact order and description of items in the Portfolio follows on a separate form. Please follow the order given in this handbook EXACTLY. If anything changes during the year, you will be given the updated the information on D2L and from your advisor.
Thank you letters with unsealed, stamped*, addressed envelopes—You will write at least two (2) thank you notes. Give these unsealed, stamped, addressed notes to your advisor. Letters should be hand-written. Paper, envelopes, and stamps must be provided by the student.
*Letters to NWFSC employees do not need a stamp.
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Format and Overall Look
Make sure each item in your portfolio printed the way you wanted it to print.
Sometimes saving documents changes the format.
Use a consistent, readable font and color palette.
Contents
Use information from your proposals for some of the documents. This saves time and
effort on your part.
Don’t use the previous year’s portfolio as a direct example. It changes every year!
Issues and Problems
Keep up with the assignments/deadlines and the portfolio will fill itself.
CHECK THE RUBRIC- The only way to have major problems with the portfolio is either
because you didn’t check or double check
the order or you did not read the rubric.
READ THE RUBRIC.
Be sure to SAVE everything in multiple
places--like a jump drive, an email, a hard
copy, etc.
Seeing just how much work I was able to do
for one project was inspiring.
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Senior Capstone Project Letter to the Judges Your address The date Judges, Senior Capstone Project Collegiate High School at NWFSC 100 College Blvd. Niceville, FL 32578 Dear Judges: Paragraph one- Introduce yourself and talk about your educational and career goals. Explain how you have been involved in the Collegiate High School. Paragraph two- describe/summarize your field work; explain the most valuable thing you learned from your field work experience. Paragraph three—explain/summarize your research paper topic; explain the most interesting thing you learned from your research. Paragraph four—sum up your thoughts about your senior capstone project; thank the judges for giving their time to listen to your presentation. Sincerely, Signature (legible) Type your name ****Single space sentences in paragraphs. Double-space between paragraphs. Remember to sign the letter in each of your portfolios.
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RESUME REQUIREMENTS
Name in largest print
Include address, phone number and email
Education –projected HS graduation and
projected college graduation (if appropriate)
Senior Capstone Project
Two out of the following:
1. Community service-listed site &
responsibilities
2. Work-listed site & responsibilities
3. Extracurricular-organization & dates
4. Awards & honors
5. Other division heading
At least three (3) items in the summary of
qualifications
References (3)-names, addresses, phone
numbers and emails on an attached page
Format design=bullet points, sections line up & lists
are written in consistent style (parallel), 1-2 pages
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Capstone Synopsis Instructions
This page in your portfolio is designed to give an overview of your project. Give a
brief summary (1-2 sentences) of the following information. This page will be
included in your portfolio before the Letter to the Judges.
My Field Work:
My Research Paper Topic:
How did my Research tie in with my Field Work?:
My Service to Others:
My Learning Stretch:
My Learning Gain(s):
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Order for the Capstone Portfolio
Front Cover
Title Page
Dedication (optional)
Project Synopsis
Letter to the Judges
Divider – Field Work
Learning Logs
Divider – Research Paper
Research Paper
Divider – Appendices
Expert Verification Form
Parent Verification Form
Capstone Reflection
Resume
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Chapter 4:
Presentation, Planning, Requirements
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Chapter 4 Presentation
Presentation--Public speaking is a part of the rest of your education and career. Capstone gives
you an opportunity to master this skill in a safe environment. It teaches you how to explain
yourself and defend a project you have been working on for so long.
You must clearly demonstrate your understanding of your field work, including your
service to others, and how it led to the research paper in 8-12 minutes.
Your visual aid can be a video, a power point, a slideshow of pictures, a demonstration,
a product or anything else that may apply. If you produced something during your field work
including, but not limited to, a song, story, video, presentation, lesson, pamphlet, work of art,
or an event, you should be prepared to show it to the judges, even if it is not finished.
Keep the presentation in mind from the beginning. This is where all of your work will be
displayed. If you do not take enough photos during your field work, produce a product, or
document your service well enough, you may have a difficult time preparing your visual aid.
The presentation aspect of this project was fun. With
each practice from my parents to peers to advisor to
judges, I felt that my presentation got better every time
and was very satisfied with my end result.
I feel like all of my hard work paid off during my
presentation. The judges seemed to like my presentation,
which made me realize exactly how much work I had put
into the project.
I was so worried about my presentation and I put so much
time and effort into practicing it, and when I went up and
presented, it went smoothly and I felt I did amazing. 46
Examples of Presentations
PowerPoint: slides support speech
Slideshow: Pictures change automatically
in the background
Demonstration: if your project involved
learning a skill, you should demonstrate it
Guest: if you taught somebody a skill,
he/she could be a part of your
presentation
Display: if you created something, you
should include your creation in your
presentation.
Visual Aids-- You must have a visual aid. The audience will find your presentation difficult to
follow without one. It will also make your presentation more interesting and help people
appreciate the hard work you put in your project.
To decide on the type of visual aid you will use, you must decide what will assist you
most and demonstrate your project the best.
If your field work is a one-time event, including, but NOT limited to the following:
mission trip
community event
intern opportunity
meeting someone famous
out of town event
MAKE SURE you take more photos than you think you will need. You won’t be able to re-create
this experience and your presentation will suffer because you failed to fully document it.
As long as I prepare myself and understand the information discussed, I should have no
reason to be too nervous. 47
PowerPoint Do’s and Don’ts
Do include pictures and other visuals.
Do be consistent with the format: colors, styles, and fonts.
Do look at your PowerPoint when it is displayed from the projector. Some
fonts/color schemes are not visually appealing when projected.
Do use quick points that help jog your memory, not full sentences.
Do not put too much information on a slide; your slides should be clean and clutter
free.
Do NOT read your PowerPoint!! Your PowerPoint is there to help keep you and your
audience focused. Your listeners can read it for themselves. Do NOT read your
PowerPoint!!
Practice Your Presentation—You will have to
demonstrate that you have practiced a
minimum of three (3) times. You will practice
for your parents, a group during AVID, and for
your advisor. Do it early enough to make sure
that you can adjust your presentation with any
feedback you receive. The most relaxed and
successful presenters practice more than three
times.
You must speak for a minimum of eight
(8) minutes before ending. You may not speak
longer than twelve (12) minutes. When you
finish, the judges will have a chance to ask
questions. Judges are requested to ask at least
one (1) question, but many ask more.
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Presentation Do’s and Don’ts
If you have the option, a speech class can prepare you.
The judges are not there to fail you; they are genuinely interested in and proud of your
accomplishment.
If you don’t know the answer to a question, it is okay to say, “I don’t know, I’ll have to
research that.” You are not an expert on your subject, and the judges know that.
While you are presenting, don’t stand in one place. Walk from behind the podium; it will
make you seem like you are comfortable giving the presentation. Don’t hang on to the
podium.
Engage the audience. Even if the audience was not interested in your topic initially, if
you encourage audience interaction when you are presenting, they will pay more
attention to you.
Really communicate with your judges rather than simply give a presentation.
Be prepared for questions about the project, your opinions about the project and life
goals.
Dress really nicely--over dressed is better than underdressed.
Make sure you breathe.
A mindset that really made it easier for me to present is that I did my work and all I was
doing was retelling what I did.
I am most proud of how well my presentation went. I did not let myself become nervous,
and crated a simple and effective visual aid.
Having many pictures in your PowerPoint will interest the audience and also remind you
of some things you can talk about in your speech.
[Do] not sweat the presentation. The judges are not there to ridicule your entire
presentation, they’re on your side.
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Senior Capstone Project Oral Presentation: Preparation
1. What am I going to talk about? During your presentation you should tell your story of your senior capstone journey:
Introduce yourself and thank audience for coming to hear your presentation.
Describe what you produced, performed, or experienced in your field work phase of your project (process, time, resources)—include at least 2-3 main points or highlights; use your learning log to help you plan this part of your presentation.
Explain what knowledge of your topic you gained—description of the breadth and depth of the research
Explain how your field work/project and paper topic are related/connected
Explain the learning stretch/challenges—unique aspects of the project for you; use you letter of intent to help you plan this part of your presentation.
Describe the problems you encountered and how you solved them
Reflect on your personal growth and self-knowledge acquired from the capstone project experience
The judges will ask you questions about your capstone project at the end of your presentation. Provide them with specific responses.
2. How am I going to say all of this in 8-12 minutes? Create an outline that includes:
Introduction—who are you, what was your research topic and field work project, why were you interested in this topic or why did you select this topic over all other choices—1-1/2 minutes.
Introduce your presentation – what are you going to cover in your presentation-give a brief overview (field work, service, paper, reflection......)
body of your presentation—combine information from both the paper and the field work, describe what you learned—5-9 minutes—see list under #1.
Conclusion—restate your central learning; include a personal reflection on your capstone experience -1-2 minutes.
Make notes cards of key ideas for each part of your presentation. You may NOT read your speech.
3. How do I handle my nervousness?
Practice many times (at least three) until the speech seems natural.
Practice in front of many audiences: the mirror, your mentor, your advisor, your family, your friends
Ask your audience for their feedback and advice.
Time yourself. You must speak for at least 8 minutes and no longer than 12 minutes.
Plan how you are going to incorporate your visual aids into your presentation.
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4. What visual aids am I going to use to help communicate my points?
Use whatever is appropriate for your topic: pictures, photos, video clips (no longer than 2 minutes in length), charts, graphs, costumes, tools, samples, etc.
If you choose to use a PowerPoint during your presentation, you should plan and design it carefully. Keep your time frame in mind. Each slide should cover 1-2 points that are described in phrases. Your speech should be your focus, not the PowerPoint. See your advisor or Mrs. Cruickshank for successful PowerPoint tips.
Do not use hand lettering on visuals.
Edit for spelling, mechanics, and grammar.
Use color, but not too many color combinations. Make sure your visual aids are readable from a distance of eight feet.
Avoid passing items around during your speech.
5. What should I wear? – BE PROFESSIONAL!!!!!
Your hygiene and appearance should be impeccable--clean, neat, and well-groomed.
Men—dress slacks or khaki trousers, tucked in shirt with a tie, dress shoes (no sandals or tennis shoes). Wear a sports jacket if you want to do so. No hats.
Women-moderate length dress, skirt and sleeved blouse, or dress pants or khaki trousers with sleeved blouse, shoes (no sandals or tennis shoes). If you wear a dress or skirt, nylons/stockings would be appropriate dress. No mid-drifts showing please.
If you wear a specific uniform or costume that is appropriate for your presentation, be sure it is clean and presentable.
6. How will my presentation be evaluated?
Content—clear, detailed presentation of ideas
Organization-introduction, body, and conclusion with smooth transitions between the segments
Delivery-volume, clarity of voice, tempo, eye contact, posture
Language—professional language, no slang; correct grammar
Professional decorum-dress appropriately, have a positive attitude, be punctual, be well-prepared, do not chewing gum.
7. Who will be in the audience? When and where will the presentation take place?
A panel of three judges made up of community members and NWFSC faculty will evaluate your presentation. At least one person on the panel will be knowledgeable on your topic.
Your expert in the field and advisor will not be on your judging panel.
The judges will have looked over your portfolio before they hear your presentation.
The judges will ask you questions about your research and your field work. If you do not know the answer, be honest and say you don’t know. However, the judges are there to support you and will ask general questions that you should be able to answer.
The senior capstone project presentations will be held in March.
Presentations will be held in various sites on the NWFSC campus. You will be notified as to the time, date, and location of your presentation.
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PowerPoint/Visual Aide Checklist
Criteria
Professional lettering (no handwritten items)
Edited for spelling and mechanical errors
Effective use of color
Readable/viewable from a distance of 8 feet
Effectively/appropriately supports points in the
speech
PowerPoint bullets are phrases and words, not
sentences
Video clip(s) are no longer than 2 minutes in
length
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Senior Capstone Oral Presentation Evaluation
Speaker_______________________________ Topic _____________________________________
5= excellent; 4= good; 3= average; 2= fair; 1= poor
Recommendation: _______ Outstanding ______Satisfactory ______Not Yet (Improve and re-submit) Judge’s signature _________________________
5 4 3 2 1
Introduction Gained attention and interest of audience Introduced topic clearly Previewed main points
Comments:
Body 5 4 3 2 1
Made main points clear and detailed
Used smooth transitions
Demonstrates excellent knowledge of the topic
Explained learning stretch or challenge and Service to Others
Comments:
Conclusion 5 4 3 2 1
Prepared audience for the ending
Reflected on learning experience and personal growth
Comments:
Delivery 5 4 3 2 1
Maintained eye contact
Used voice effectively
Used nonverbal communication effectively
Maintained good posture
Comments:
Visual Aids 5 4 3 2 1
Effectively supported main ideas
Used professional lettering and graphics
Comments:
Professionalism 5 4 3 2 1
Used accurate, clear language throughout the speech
Dressed appropriately for the occasion
Answered audiences’ questions competently and confidently
Showed evidence of preparation for presentation
Comments:
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Fall Fall Read This!
And Capstone Poster:
Assignments and Rubrics
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To: Seniors From: Mrs. Cruickshank Re: Fall Read This! Traditionally at the Collegiate High School, seniors participate in the fall Read This! program, but they are not required to do so in the spring. For your fall reading, you should select a book that relates to your senior capstone project. You can choose from non-fiction novels or fiction novels. To help you locate a book on your topic, go to the LRC website, click on Find Books, and enter your key search words. You could also search through the books in Star Lab and Rats Lab, consult with your adviser, and/or search on the Internet. As you are conducting your preliminary research to educate yourself about your capstone project, note key leaders in your area of interest. Use these names in your search for a fall Read This! books. Note—your fall Read This! should not be a how-to book, technical manual, or textbook; it should be a non-fiction novel (a true story) or fiction novel that connects to your capstone project. Examples: Mission trip to China—The Lives of Pearl Buck: A Tale of China and America, Irvin Block Sailing—Beserk in the Atlantic, David Mercy; A Speck on the Sea, William Longyard; Kon Tikki ,Thor Heyerdal Business—Change Makers, Murry Klein; Overdrive: Bill Gates and the Race to Control Cyberspace, James Wallace Education—Educating Esme, Esme Raji; Teacher Man, Frank McCort
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Fall Read This! for Seniors
Use this form as a template, type your responses, save, print, and submit to your folder NO
LATER than TBA. Each answer should be 100-150 words each. Be specific and detailed.
Name_______________________
Title of novel __________________
Author ______________________
1. Explain at least three connections between the ideas in the novel and your capstone project.
2. What did you learn from the author that will help you with your capstone field work, paper, or presentation? Be specific.
3. What did you learn that surprised, intrigued, or disturbed you the most? Be specific.
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Senior Capstone Project Poster
This assignment is an opportunity to publicize your senior project to your classmates, the staff, and the public. These posters will be on display for the entire college community. They are public displays of your commitment to and your interest in your topic. The poster is worth 175 points. Materials: Any color cardstock/poster paper – must be 8 ½ X 11 Crayons, colored pencils, pens, markers, magazine cut-outs, stencils, computer generated graphics, stickers, etc. (no loose glitter) Content: Your full name on the front Your field work topic written using an action verb A graphic that relates to your topic No spelling or grammatical errors Organization: Must be neat, clear and legible. Lettering that is cluttered or difficult to read from a distance of six feet is unacceptable. This includes your name. Information must be understandable and easy to follow. Design: Be creative. Make a poster that is an artistic reflection of your topic. Take pride in your work. Use color and design to showcase your topic in an eye-catching and attractive manner.
I was able to be visually creative…with my capstone poster…. I thoroughly enjoyed taking
time to design a poster… to be displayed in front of others.
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Final Thoughts:
Ideas from the Class of 2019
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I WOULD TELL THE SENIORS OF 2020
FOR THE LOVE OF ALL THAT IS GOOD AND KIND GET YOUR FIELDWORK HOURS DONE IN THE
SUMMER!
[To] not think of Capstone as a chore, but as an adventure. [Capstone} is one of the
hardest challenges you will have to face…but it is so rewarding.
Ask for as much advice and help along the way as they possibly can. None of the
teachers will be upset with you and can provide more insight than you can possibly
imagine.
Keep the focus on your future; worry about yourself, instead of others…Surround yourself
with a good crowd who will help you improve intellectually and as a person with high
morals and standards. Get out of your comfort zone and do humanitarian acts.
Take this project seriously. You want to be proud of what you present and not feel as if
you cut corners.
Get … fieldwork done over the summer if they can. …I did not have to worry about
balancing school at the same time.
Get creative. You will be doing this project all year. It might help to mix things up so that
you have an incentive to keep going.
Attend class and I mean every class. You skip one and you feel like the rest don’t matter.
Be on top of … deadlines.
Force themselves to be organized the first semester because senioritis is even worse
second semester.
View CRDM as a time to get ahead and do work. It is hard to stay motivated senior year,
but even if you slack off, solely doing this helps tremendously. Have fun during … senior
year….Have fun with your capstone project (and get things done!) as well as school and
friends. It’s your senior year, enjoy it!
Make as many connections as they possibly can. The people they meet can be a bridge to
a future career, so it’s important to branch out and meet as many people within their
desired field as they can.
Step outside of their comfort zone. I first began shadowing a nurse practitioner but then
decided to switch to teaching art at a local art studio. These two topics couldn’t be
farther from each other, but I appreciated learning something new and unfamiliar.
Make it a priority to start every assignment as early as possible to avoid becoming too
stressed….it’s extremely beneficial to get Capstone assignments finished quickly so you
can sit back, relax, and work on other coursework while watching everyone else
scramble to get everything in on time.
Learn your classmates’ names. Talk to them and ask questions. Senior year is a lot easier
when you have support and people you can ask questions or for help from.
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Try to be involved as much as possible in school activities. Studies and Capstone are both
very important, but memories (along with a degree) are kept forever.
Understand that capstone is what you choose to make it; if you go into it with an open
mind, you’ll get through it and find the true value in it.
Be bold.
Have some faith in yourself. Some of us didn’t think we were ready for Capstone, but we
all got through it and so can you!
Take full responsibility for their project, making sure they have something of which they
can truly be proud rather than something they could just put minimal effort into and still
make the grade.
Do what you are passionate about. Don’t try to seem chill by saying you’ll just do
“whatever” This is an amazing opportunity to prove to others and yourself your skills and
show off your individuality. We are fortunate to have this opportunity so don’t waste it
trying to be someone you are not.
Apply for those scholarships, join those clubs go do those extra credit assignments in
your classes. You’ll regret the possibilities that you never even considered.
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I AM PROUD OF…
What I took away from my capstone project. I am now able to conduct my own photo shoots
and I do. I am also working with companies off of social media. I learned a marketable skill and
I love it.
The relationships that I made with everyone along the way. I found that …these relationships
are the basis of all the mechanics in almost every field.
Being able to persist and work through a huge project without my mother or anyone
else…carrying me through the process. …I faced my fears on my own, not letting my stage fright
or other fears get to me throughout the project.
The whole Capstone experience [that] has allowed me to become more fluid in conversations
with adults and more comfortable with myself, really.
Asking questions throughout my fieldwork to gain more knowledge and a further understanding
in the field that I was interested in because it helped me decide on my future career aspirations.
Getting my first job out of this experience. …I will be working five days a week and saving money
because of Capstone.
[Being able] to teach a youth orchestra and audition/play for a professional orchestra…Looking
back on Capstone, I feel so grateful I made the connections I did. Because of Capstone, I have a
job I didn’t think I would have until after college.
My advancement in communication…I was pushed to talk to many different people….
Stepping outside of my comfort zone to find an expert and enjoy my field work.
I had already begun to make phone calls to arrange to meet an expert before school ended and
by the time summer started, I had already planned out dates for my fieldwork.
All the work I have put in. I had to learn to balance and work effectively as well as adapt.
Stepping up to an important role within my studio and handling my project with professionalism
and passion.
My determination. With all the problems I encountered, it would have been easy to give up—
but I stuck to it, worked hard, and came out with a polished project I was happy to call my own.
Finding and working with a successful author.
Of believing in myself. I honestly did not think I would pull through this project. I guess I
never really thought I was smart or dedicated enough to do something like this. 61
