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The Capstone Process

A Guide

The Capstone Committee

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Contents

Welcome Letter .................................................................................................................................. 1

Questions to Think about over the Summer ...................................................................................... 2

General Information about the Capstone Process .............................................................................. 3

The Capstone Proposal ...................................................................................................................... 6

Presenting the Proposal ...................................................................................................................... 8

The Capstone Paper ........................................................................................................................... 9

The Reflective Essay and Creative Element .................................................................................... 11

Capstone Presentation ...................................................................................................................... 13

General Rubric for Papers ................................................................................................................ 14

Capstone Process FAQ’s.................................................................................................................. 17

1

Welcome Letter

Dear Bachelor of Arts, Liberal Arts (BALA) Student:

Welcome to an explanation of the BALA Capstone Process. The English and Humanities

Capstone Committee wants to help you be as successful as possible through your senior year. We

congratulate you on your progress toward completing your BALA degree. You are soon to arrive

at the culmination of that journey: the Capstone Process. The process consists of two seminars in

humanities: (1) the fall HUM 4993 Humanities Seminar; and (2) the spring HUM 4013 Capstone

Project/Portfolio. The entire Department of English and Humanities wants you to successfully

complete the process and be graduated from RSU in a timely fashion. To help you prepare for

and be successful in the process, we present to you the following information.

We wish you a successful journey to the end of your undergraduate college experience and

expect great things from you!

With great anticipation,

The Capstone Committee

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In order to get a start on conceptualizing what project you might want to do for Capstone, you

might want to think about the questions below.

Thought Questions

1. What classes did you especially enjoy over your college experience? What were the

subjects of those classes? What books did you read in these classes that you think deserve

more time and thought? What books didn’t you read in these classes but wish you had

read?

2. What works—and what types of works—did you enjoy dealing with over your college

experience? What made dealing with these works enjoyable? What did you find

important and meaningful in and about them? What did you find academically

stimulating?

3. What subjects did you find over your college experience that you are passionate about?

What challenged you the most, with you overcoming the challenge? What did you do

best?

4. What fundamental questions or big ideas or concepts did you not have a chance to engage

in your college experience? What interests and excites you about these? What do you find

important and meaningful in and about them? What engaged you particularly that

motivated you to desire to explore further?

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General Information about the Capstone Process

The Capstone Committee consists of Dr. Sally Emmons (Chair), Dr. Emily Dial-Driver, Dr.

Jim Ford, Dr. Laura Gray, Dr. Mary Mackie, Dr. Gioia Kerlin, Dr. Matthew Oberrieder, Dr. Sara

Beam, Professor Frances Morris, Professor Renee Cox, and Professor Scott Reed.

HUM 4993: Humanities Seminar is the first of the two Capstone Process courses. This

advanced seminar is not only a course in the humanities, it is designed to help you conceptualize

the capstone project. Since you have been preparing for this for three previous years, we expect

you to have skill in academics and in subject material and to demonstrate this. Your activities for

this course, therefore, are not “new” learning but demonstration of and continued development of

the skills you have learned. In addition, you will be beginning the Capstone Process with a

Capstone Proposal for a project that showcases your ability to think, write, and speak clearly,

critically, creatively, and cogently.

Coursework and the Capstone Project Proposal Process: During the Seminar you will

complete coursework evaluated by the course instructor and comprising 50% of your grade for

the course; details are in the course syllabus. You will also develop, complete, and present a

proposal for your Capstone Project, which will be completed during the Capstone course. The

proposal will be evaluated by the Capstone Committee and will determine 50% of your grade for

the course. The Capstone Proposal must be approved so you can begin work on the project in the

spring. In addition, you must have an approved proposal to complete HUM 4993, regardless of

your other course grades.

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The Capstone Proposal: We want you to succeed in the capstone process. In order to begin that

process, you must submit a proposal of 10-12 pages, MLA format, with a cover page and an

abstract (summary of the proposal features).

The Capstone Committee will read the proposal and listen to your presentation, at which time we

will ask questions in order to clarify points. This process is designed to aid you in formulation of

the topic and anticipate (and help you overcome) any roadblocks to success. Then, in about two

weeks, the Committee will inform you of whether the proposal is acceptable, needs to be

changed, or is not acceptable. In rare cases, a revision of the proposal may be necessary.

Mentors: As a part of the Capstone Proposal, you will contract with a member of the English

and Humanities faculty to act as your mentor for guidance and suggestions on the Capstone

Proposal and Project. The course professor will also aid you with your proposal.

Looking ahead to the Capstone Course and Capstone Project: Passing Seminar means

Capstone follows. You will have about three months (mid-Jan to mid-April) to complete the

Capstone Project in the spring; you should begin working on the Project as soon as your proposal

is approved.

HUM 4013 Coursework and the Capstone Project: The course includes both coursework in

the humanities and the completion of the Capstone Project, which will be due to the Capstone

Committee in mid-April (exact date TBD). Coursework will be assigned and evaluated by the

course professor and will determine 50% of your grade for the course; details are in the course

syllabus. You will also complete, submit, and present your Capstone Project, which will be

evaluated by the Capstone Committee and determine 50% of your grade for the course. You

must earn a passing grade from the Capstone Committee on your Capstone Project in order to

pass this course, regardless of your other course grades.

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The Capstone Project will contain the following. More information on each is available as

you continue the process. In addition, that information will soon be available as a link on the

Writing Center website.

1. 25-35 page Capstone Paper

2. 12-15 page Reflective Essay

3. The 10-12 work Portfolio of artifacts from your college tenure

4. The Creative Supplement illuminating the project

5. 7- 10 minute Capstone Presentation, with questions following, the purpose being to help you

articulate your paper findings and your progress through the BALA degree.

Evaluation of the Capstone Project and Presentation: Each Capstone Committee member

will read your written Capstone Paper and Reflective Essay and observe your oral presentation;

about two weeks later, the Committee as a whole will score your performance on these,

indicating whether your project passes, needs revision and resubmission, or fails, in which case

you may have to rewrite and resubmit the Paper.

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The Capstone Proposal

The Capstone Committee wants you to succeed in the capstone process. In order to begin that

process, you must submit a two-section proposal, in MLA format, with a cover page (addressed

to the Capstone Committee, not the course instructor) and an abstract (summary of the features).

Section I (5-7 pages) of the proposal should include (but not necessarily in this order) the

proposed Capstone Project (which will be 25-35 typed pages when completed), with the

following information:

faculty mentor

proposed topic, including issue(s) you will examine and why the topic and issues are

important

specific project works (three or more core primary texts), including why you chose these

works and how each is related to the topic and research questions

research question(s) (which should not be broad or general) and perhaps a tentative

thesis (the possible answer to the research question[s])

the project’s importance to the academic community

the reasoning behind the choice of topic

timeline for completion of the Capstone Project

You should outline when you anticipate having each element completed, including

completed discovery of and reading of research sources, proposed meetings with mentor

(including what work will be finished for each meeting), drafts for final review by

mentor, drafts for conferencing by Writing Center consultants (preferably the director),

final draft of project, final draft of Reflective Essay (see Section II), and steps in and

completion of creative supplement (see Section II).

working bibliography including a list of the primary texts with which you will work and

at least four academic/scholarly works (secondary sources) you have already researched

and intend to use—with a paragraph annotation of how each work supports your project,

all in MLA format.

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Section II (5-7 pages) of the proposal should include the first draft of the reflective essay, which

is a part of the Capstone (the reflective essay will be 12-15 typed pages when completed), with

the following information:

a reflection on portfolio, proposed project, and educational experience, including how

your educational experiences have transformed you intellectually, philosophically,

creatively, personally, artistically, etc.

This draft reflection, with the reflection on the portfolio artifacts, will become the basis of

the Reflective Essay of 10-12 pages, described below:

The Reflective Essay will include an introduction; reflection on your education

and related experiences while in the BALA program at RSU; narrative discussion of how

your portfolio artifacts illustrate your growth as a student and a person, intellectually,

emotionally, psychologically; reflection on the capstone process and on your work on the

project itself; and discussion of the relevance and importance of the creative element to

the project, the process, and your growth as a student

proposed creative supplement and your plan for completion

The creative supplement should illuminate the capstone topic; it may be visual art,

creative writing, mixed media piece, or something else.

narration about artifacts (portfolio elements), with notation of the class in which each

originated, emphasizing each one’s relevance to your educational experience

You will select 10-12 works from your college studies (portfolio artifacts), one

of which may have to have either a literary topic or a cultural topic. You may include

creative pieces in art, creative writing, or academic writing. Select works that are most

representative of your personal BALA experience.

The Capstone Committee will read the proposal and listen to your presentation, at which time we

will ask questions in order to clarify points. This process is designed to aid you in formulation of

the topic and anticipate (and help you overcome) any roadblocks to success. Then, in about two

weeks, the Committee will inform you of whether the proposal is acceptable, needs to be

changed, or is not acceptable. In rare cases, a revision of the proposal may be necessary.

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Presenting the Proposal

In order to pass Humanities Seminar and enroll in the Capstone course in the spring, you must

have your proposal approved by presenting the project proposal to the Committee. Your

presentation should introduce yourself and your subject (one to 1½ minutes), and then you

should be prepared for questions from the Committee. We know that you will be nervous, but we

know you can rise to the challenge and demonstrate your understanding of the proposed subject,

content, significance, and meaningfulness as the culmination of your BALA degree program. In

order to aid you in formulating the topic and anticipate any possible pitfalls—in other words, to

help you be successful—the Capstone Committee will ask questions. It will help if you think

about questions that might be asked.

The Committee will grade you separately on the content of the proposal and on the presentation

of the proposal: both are important. You will have a successful presentation if you

Are organized (have a plan) and are clear (understandable), coherent, and confident;

Practice;

Show genuine interest in the project; and

Use techniques you learned in speech (such as eye contact and audience engagement).

We cannot say often enough that we want you to succeed. We’ve generally spent four years

preparing you for this so you should be successful!

The Capstone Committee will read the proposal and listen to your presentation, at which time we

will ask questions in order to clarify points. This process is designed to aid you in formulation of

the topic and anticipate (and help you overcome) any roadblocks to success. Then, in about two

weeks, the Committee will inform you of whether the proposal is acceptable, needs to be

changed, or is not acceptable. In rare cases, a revision of the proposal may be necessary.

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The Capstone Paper

The Capstone Paper is a 25-35 page original, significant written work of scholarly substance,

due roughly mid-April (exact date TBD). Your Capstone Paper will be professionally bound (at

your expense) and will remain with the English and Humanities Department. In completing your

project, you need to consider

the advice the Committee offered on the Paper. If you decide to make substantive changes

from your proposal, you must secure the Committee’s approval.

accurate use of MLA format. The Capstone Committee reserves the right to fail projects that

do not follow current MLA guidelines for documentation.

working closely with your mentor. If at any point you decide to switch mentors, a new

contract must be drawn up, signed, and submitted.

using credible research for the Capstone Paper (no general encyclopedias, although specialty

encyclopedias are permitted). Use sources from experts in the field; include a well-balanced

examination, even if that means including sources with which you disagree. If you question

whether a source is appropriate, ask for advice.

Mentors: As a part of the Capstone Proposal, you will contract with a member of the English

and Humanities faculty to act as your mentor for guidance and suggestions on the Capstone

Proposal and Project. The course professor will also aid you with your proposals. You should be

attentive to suggestions. Failing to work well with your mentor, e.g., not giving regular updates

and ignoring suggestions means your grade will suffer.

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Evaluation: Roughly two weeks following the presentations, the Committee will indicate

whether the Project [1] passes, [2] requires revisions and resubmission within a specific,

specified timeframe, or [3] fails. [1] Congratulations! [2] If your Project requires revisions and

resubmission within a specific, specified timeframe, you must follow the Committee’s

suggestions for what to add, delete, change, amend, etc. Just following these suggestions is still

no guarantee that the Project will pass; you are responsible for submitting a passing Project. [3]

If the Committee finds that your Project is not acceptable, you might have to re-submit and re-

present the Project under the same guidelines.

All written work must be typed and follow Modern Language Association (MLA)

standards for formatting, usage, and documentation. Reference manuals are available in the

Writing Center (BH 206).

You are responsible for Printing hardcopies for each course. For the Humanities

Seminar, you will print copies of the proposal for each member of the Committee. For the

Capstone course itself, you will print copies for each member of the Committee (with Capstone

Paper, Reflective Essay, and description of or picture of the creative element) and add one bound

copy of the Capstone Project to the Capstone Committee, which, in addition to the other

elements, will include the portfolio artifacts. The course professor for the relevant course may

permit you to submit an electronic version by the submission deadline(s), but you must furnish

the bound copy of the Project.

The Writing Center is in Baird Hall, Room 206, with satellite locations on the Pryor (room

103) and Bartlesville (room 725) campuses. Aid in writing papers is available on location, by

phone, or online. Call 918-343-7838, see www.rsu.edu/writing center, or email

writingcenter@rsu.edu for more information.

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The Reflective Essay and Creative Element

The Reflective Essay is a 12-15 page essay of reflection. It is not simply a report of your

memories. You should, not necessarily in this order,

reflect on your education and related experiences while in the BALA program at RSU;

discuss how your portfolio artifacts illustrate your growth as a student and a person,

intellectually, emotionally, psychologically;

reflect on the capstone process and on your work on the project itself; and

discuss the relevance and importance of the creative element to the project, the process,

and your growth as a student.

Your personal life during this time is a part of this reflection, but not the whole of it. The purpose

of the Reflective Essay is to reflect on your BALA experience.

One common weakness in reflective essays is being a simple autobiography without reflection

on the degree. Autobiography is facts. Reflection is about significance and meaning, especially

in relation to your education. You want to demonstrate that you can reflect on your BALA

experience and evaluate your growth. You’ll need to explain how your artifacts are examples

that demonstrate intellectual-academic development and growth.

If you include personal details, which, of course, you will, those details need to be relevant to the

points you’re making. You also need to be specific. Don’t make general claims, such as “my

high school was limited.” Tell specifically how the high school offerings did not include calculus

or grammar or art or physical education. You need evidence for the statements you make.

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The important aspects of the Reflective Essay are

reflection

evidence (specific!)

The Creative Supplement is a creative work (due date TBD) that should illuminate the capstone

topic; it may be visual art, creative writing, mixed media piece, or something else.

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Capstone Presentation

Capstone Presentation

You will present your Capstone Project to the Capstone Committee in late-April (exact date

TBD). In order to aid you in articulating the understanding you have gained and to help you

achieve success, you will answer questions from the Committee. The Committee wants you to

succeed. We know you will be nervous, but the questions are designed to help you clarify the

points you need to make. In the presentation, you should briefly outline the Capstone Paper and

Portfolio (concentrating on the Paper), explaining the thesis, the thesis support, the decisions you

made in writing, and what you have come to understand about yourself and your education

through this process. The Capstone Instructor will moderate the session and monitor time.

Relatives may not attend.

Evaluation of the Capstone Project and Presentation

Each Capstone Committee member will read your written Capstone Paper and Reflective Essay

and observe your oral presentation; the Committee as a whole will score your performance on

these.

Roughly two weeks following the presentations, the Committee will indicate whether the Project

[1] passes, [2] requires revisions and resubmission within a specific, specified timeframe, or [3]

fails. [1] Congratulations! [2] If your Project requires revisions and resubmission within a

specific, specified timeframe, you must follow the Committee’s suggestions for what to add,

delete, change, amend, etc. Just following these suggestions is still no guarantee that the Project

will pass; you are responsible for submitting a passing Project. [3] If the Committee finds that

your Project is not acceptable, you might have to re-submit and re-present the Project under the

same guidelines.

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General Rubric for Papers, Scale of 1-5 (Research Paper)

STUDENTS will demonstrate mastery of course material and stated goals under the

following guidelines.

5 The paper displays mastery of communication skills. All work is rich, smooth, and

significant; it is free of mechanical errors; and it shows stylistic finesse. The paper

demonstrates excellence in all areas. The paper is intriguing and thought-provoking.

Arguments are logical and persuasive. Ideas are well-articulated and presented in original

ways.

4 The paper is significantly more than competent. The paper should be free of mechanical

errors. The paper engages the reader and shows evidence of significant critical and creative

thinking. The student displays excellence in critical analysis or artistic creation, if not both.

Arguments show careful thought and are basically persuasive. Ideas are presented in

original ways.

3 The paper is generally competent, with few errors. The paper shows evidence of significant

progress, and as a whole gets the job done. The paper provides evidence of some critical

and creative thought. The student may display excellence in either critical analysis or

artistic creation. Arguments are present and show some thought. Ideas are present and

developed, if not particularly original or well-articulated.

2 The paper is barely competent. The paper may have mechanical errors and/or lack

significance. The paper may provide evidence of the student’s ability to communicate but

not reveal skill. Evidence of critical and creative thinking is marginal. The paper displays

adequate critical and creative thinking, but not much more than that. Arguments and ideas

are asserted without much critical thought. Little originality is evident. This is a rote or

hasty paper.

1 The paper is inadequate. There are frequent errors. The paper is superficial and lacks

organization. Evidence of critical and/or creative thinking is largely absent. The paper

shows little or no method or planning. Work seems thrown together with minimal critical

or creative thought.

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Written, Oral, and Visual Communication (Research Paper, Project, and Reflective Paper)

5 Both the project and the portfolio display mastery of some communication skills. All work

is rich, smooth, and significant; free of mechanical errors; and shows stylistic finesse. The

portfolio demonstrates strength in all three areas, and excellence in at least two of the three

(written, oral, visual).

4 Both the project and the portfolio are significantly more than competent. The project

should be free of mechanical errors. The portfolio demonstrates significant ability in all

three areas, and excellence in at least one of the three (written, oral, visual).

3 Both the project and the portfolio are generally competent, with few errors. The portfolio

shows evidence of significant progress, and as a whole gets the job done.

2 Both the project and the portfolio are barely competent. The project may have mechanical

errors and/or lack significance. The portfolio may provide evidence of the student’s ability

to communicate in one of the three areas, but at least one other skill is not evident.

1 Either the project or the portfolio (or both) is inadequate. There are frequent errors. The

project itself is superficial and lacks organization.

Critical and Creative Thinking (Paper and Project)

5 Both the project and the portfolio are intriguing and thought-provoking. Arguments are

logical and persuasive. Ideas are well-articulated and presented in original ways.

4 Both the project and the portfolio engage the reader and show evidence of significant

critical and creative thinking. The student displays excellence in either critical analysis, or

artistic creation, if not both. Arguments show careful thought, and are basically persuasive.

Ideas are presented in original ways.

3 Both the project and the portfolio provide evidence of some critical and creative thought.

The student may display excellence in either critical analysis, or artistic creation, and are

competent with both. Arguments are present and show some thought. Ideas are present and

developed, if not particularly original or well-articulated.

2 Evidence of critical and creative thinking is marginal. The project and portfolio display

adequate critical and creative thinking, but not much more than that. Arguments and ideas

are asserted without much critical thought. Little originality is evident. This is a rote or

hasty project and/or portfolio.

1 Evidence of critical and/or creative thinking is largely absent. Either the portfolio or the

project (or both) shows little or no method or planning. Work seems thrown together with

minimal critical or creative thought.

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Ability to Critique Own Work (Reflective Paper)

5 The reflective paper is insightful and nuanced. The student articulates a deep awareness of

the strengths and limitations of both the portfolio and the project. The reflective paper

critically examines the various works in the portfolio and the project. The student

illuminates the key decisions that shaped the final version of the project and portfolio,

weaving the entire work into a coherent narrative.

4 The reflective paper is coherent and engaging. The student articulates some awareness of

the strengths and limitations of both the portfolio and the project. The reflective paper

critically examines the various works in the portfolio and the project. The student discusses

the key decisions that shaped the final version of the project and portfolio, and provides

some narrative of the overall process.

3 The reflective paper is basically coherent. The student articulates some awareness of the

strengths and limitations of either the portfolio, or the project, if not both. The reflective

paper critically examines some aspects of the portfolio and the project. The student

discusses the key decisions that shaped the final version of the project and portfolio; the

larger narrative is present, although it is largely undeveloped and/or unpersuasive.

2 The reflective paper is problematic at best. The student articulates minimal awareness of

the strengths and limitations of either the portfolio, or the project, but not both. The

reflective paper fails to critically examine either the portfolio or the project. The student

discusses the final version of the project and portfolio without providing much insight into

the overall creative process. If a narrative is presented at all, it is unoriginal and poorly

articulated.

1 The reflective paper is weak. The student fails to provide a meaningful discussion of the

strengths or limitations of the portfolio and project. The reflective paper shows little or no

method or planning. Work seems thrown together with minimal critical or creative thought.

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Capstone Process FAQ’s

1. Are there any classes in the BALA degree plan that I must have completed before I sign

up for the Humanities Seminar in the fall?

It would be helpful to take Topics in Advanced Composition (ENGL 3123) and a number of

other ENGL and/or HUM classes before enrolling in Humanities Seminar (HUM 4993).

HUM 4993 is only offered in the fall and must be taken before Capstone (HUM 4013), which

is only offered in the spring. Bottom line, the more degree courses you complete before

Humanities Seminar (HUM 4993) the more and better ideas you will have for your Capstone

Project.

2. I have taken many or most of my BALA courses online; do I need to take Humanities

Seminar (HUM 4993) and Capstone Project/Portfolio (HUM 4013) on-ground?

The Capstone Committee strongly encourages BALA students to complete Humanities

Seminar (HUM 4993) and Capstone Project/Portfolio (HUM 4013) on-ground. The

Committee wants all BALA Capstone students to be in a position to do their best work and

succeed in the Capstone process. Experience has shown that on-ground students generally do

better than online students in the Capstone process. Based on analysis of student performance

over the past few years, the Committee strongly believes that students really need to

complete the Capstone process on-ground in order to benefit from the numerous advantages

of the classroom experience, most fundamentally the student-professor and student-student

intellectual interaction and emotional-psychological support that occurs with being on-

ground in Claremore with your fellow BALA students.

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3. Is pop culture an acceptable focus for a Humanities Capstone project?

The Capstone project involves writing an original academic paper of scholarly substance.

Pop culture is an acceptable focus for a capstone project. However, keep in mind that the

same literary and analytic skills necessary for successfully working with other kinds of foci

are also necessary for successfully working with pop culture. Working with pop culture is not

“easier” than working with other topics; in fact, it might be more challenging.

4. I want to do a creative Capstone project, like write a short-story or a series of poems;

can I do this?

The Capstone Committee requires all BALA students to complete an original academic paper

of scholarly substance for the Capstone project. As a complement and supplement to this

academic paper, you will complete a Creative Supplement as a component of the larger

Capstone project. The Creative Supplement is a creative work that should illuminate the

Capstone topic of the main academic paper; it may be visual art, creative writing, a mixed

media piece, or something else.

5. Say, for example, that I want to do a Capstone scholarly paper with a focus on poetry,

but I have not taken any classes in the subject area of poetry. Will that keep my

Capstone Proposal from being accepted?

If you have had a class, for example, Introduction to Literature (ENGL 2613), which includes

the study of poetry, you may propose a topic related to the study of poetry. It might be best

for you to have had more work in the skills necessary to choose such a topic in order that

your success would be more likely. Keep in mind that the Capstone Committee has student

achievement as its fundamental goal; the Committee wants you to succeed in a Capstone

project of your own choosing that reflects your interests and passions, but we worry about

students’ success in cases where students lack the scholarly coursework to be a foundation to

support success.

6. People say that many students don’t pass Humanities Seminar and/or Capstone; is this

true?

Don’t believe everything that you read on the internet (or wherever you encounter such

rumors). The truth is that not passing either course is very rare.

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7. What happens next, if my Capstone Proposal is not accepted by the Capstone

Committee?

If the Committee finds that your proposal is not acceptable (this does not happen very often),

you will re-submit/re-present the proposal. The proposal process in the fall occurs early

enough that should you need to re-submit/re-propose, you should be able to do so before fall

classes end. Again, this is not a common occurrence.

8. Part of this process requires a portfolio featuring samples (artifacts) of my written

scholarship throughout my college journey. What can I do if I don’t have any (or don’t

have very many) papers that I’ve written in my previous classes?

You should try to do the best you can to accumulate a representative sample of artifacts of

your college journey. The key words here are “representative sample,” works that enable you

to show and explain your journey. You choose which artifacts most represent your journey. If

you do not have enough artifacts, you will have to write an explanation of why that is.

9. How much help will I get from my Capstone mentor? / What kind of help will I get

from my Capstone mentor?

As a part of the Capstone Proposal, you will contract with a member of the English and

Humanities faculty to act as your mentor for guidance and suggestions on the Capstone

Proposal and Project. The course professor will also aid you with your proposal. The amount

of help you receive depends partly on how much you ask for. Your mentor will make

suggestions on content and structure so that you can improve your product. There are kinds

of help that you will not receive: proofreading and editing.

10. What if my subject, focus, or thesis changes between the time that I present my

Proposal in the fall and the date that I submit my final Project in the spring; will that

put my success in jeopardy?

If your subject and/or focus changes, you will need to check with, first, your mentor and,

then, probably, with the Committee for approval. You might have to do a mini-proposal in

order to receive permission to amend your topic.

A thesis will change with the research you do. A thesis should not be “set in stone”

before you begin the research process. If you already know what you’re researching, why

would you choose that as a project?

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11. Should I spend an equal amount of time in the spring working on my Creative

Supplement and/or my Reflective Essay as I devote to working on my scholarly

Capstone Paper?

The Creative Supplement and Reflective Essay add to and complement your scholarly,

academic paper; your scholarly paper should be the main focus of your efforts initially.

Think about it this way: your Creative Supplement cannot illuminate your Capstone topic,

nor can you successfully complete the Reflective Essay, which must include reflection on the

Capstone paper and process unless you have completed a well-developed Capstone paper.

12. People say that Capstone is really, really hard; is this true?

Most RSU Bachelor’s degree programs require students to complete some sort of a Capstone

project. As the name “capstone” designates, the purpose of such a project is to be the

culmination of your studies in your degree, the highest achievement of all of your academic

work. If this seems daunting, think of it positively; it is the icing on the cake, the cherry on

top of the sundae. Capstone can be challenging, but it can and should be an enjoyable

experience. You spend time exploring an important issue or question that speaks to you

personally and you do so reading and writing about works that are meaningful to you. If you

think of Capstone as an opportunity to work on a project of personal interest, Capstone will

be rewarding. If you think of Capstone as only a tedious task required to graduate, it will be a

tedious task. Capstone is most successful when you view it as an opportunity to work on a

scholarly project of personal interest that involves a life-growth experience and affords a

sense of accomplishment in which you may take pride and say, “I did that!”