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JOINT MASTERS OF SCIENCE IN ENVIRONMENT AND RESOURCES CAPSTONE PROJECT GUIDELINES 2013-2014 ACADEMIC YEAR

TABLE OF CONTENTS 1. Overview 1A. Intent of Capstone Project Requirement 1B. Scope and Final Products 2. Project Planning and Proposal 2A. Requirements 2B. Group vs. Individual Projects 2C. Advising 2D. Proposal Format 2E. Approval Process 2F. Funding 3. Registration and Project Timeline 3A. Registration 3B. Capstone Project Timeline 4. Deliverables 4A. Interim Project Updates 4B. Final Product 4C. Final Presentation 4D. Grading 5. Capstone Project Resources for Students 5A. Faculty and Staff Support 5B. Suggested Project-Based Courses 6. References 2

1. OVERVIEW 1A. INTENT OF THE CAPSTONE PROJECT REQUIREMENT The E-IPER Joint MS Capstone Project is an opportunity for students to make an impact addressing a real-world environmental problem, while integrating their E-IPER and professional school coursework in an interdisciplinary project. Students Capstone Projects will showcase the knowledge and analytical skills acquired during their Joint MS program and demonstrate students ability to integrate the science, engineering, and technology they have learned through their E-IPER work with their professional school work. Capstone Projects may be undertaken individually or in a group of up to 3 students and will culminate in a final product of professional quality and a presentation to the E-IPER community. Through the Capstone Project, students will gain real-world experience that they can highlight on their resumes and CVs, enhancing the value of the Joint MS degree for students careers. 1B. SCOPE AND FINAL PRODUCTS The Capstone Project allows greater flexibility in topic, process, and presentation than a traditional Masters thesis. Students may develop their own Projects, individually or as a group, or work with a faculty member or PhD student to design a Project of mutual interest (see suggestions for generating project ideas below). Each Project will culminate in a final product such as a report or research paper of publishable quality, a business plan or proposal, a series of recommendations to an off-campus client, a new model or computer program, etc. Students will present their work and final products to the E-IPER community at an E-IPER symposium. A prize, the Feigenbaum-Nii Foundation Prize, will be awarded each quarter to the student or group of students whose project demonstrates interdisciplinary excellence and superior integration of science, engineering, and technology with their professional school work. These suggestions for generating project ideas are addressed in more detail below: Further develop a project initiated in a concurrent or prior project-based course (taken while enrolled in the Joint MS degree); Work with an off-campus client on a current environmentally related problem (e.g.,,by expanding on a summer internship); Collaborate with a new business or entrepreneur to develop a business plan for a new venture; Work with a Stanford faculty member or E-IPER PhD student on a relevant research project. 2. PROJECT PLANNING AND PROPOSAL 2A. REQUIREMENTS Each student or group of students must submit a Capstone Project Proposal for approval. This ensures that each Project and proposed final product is of appropriate scope to fulfill the Capstone Project requirement and that the Project plan and timeline are reasonable. Students are strongly encouraged to discuss their project ideas with E-IPER staff prior to enrolling in ENVRES 290. If a student or group plans to expand a project initiated in a course they took or are taking when enrolled in the Joint MS degree, they should submit the course syllabus and the work they conducted in the course as an appendix to their Project Proposal. Interim updates will be required to ensure that students are on track for timely completion of their Projects. Adjustments to the Projects scope and timeline may be made as warranted (if, for example, students run into a hurdle that requires a deviation from their proposed plan).

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The format of the final product will depend on the Project and must be pre-approved in the proposal process. Projects will be presented to the E-IPER community in a symposium to be held at the end of the quarter in which students are completing Projects.

2B. GROUP VS. INDIVIDUAL PROJECTS Students may choose to work on their Projects individually but are encouraged to work in a group of up to 3 students. When forming a group, students should evaluate what each participating student brings to the Project, what her/his specific responsibilities will be, and why working in that particular group is necessary for the success of the Project. For example, if the Project involves working with a solar energy start-up company to develop a business plan, an appropriate group may consist of a student with experience working with start-ups, a student with technical knowledge of the solar industry, and a student with experience in the regulatory environment as it relates to the approval process for new solar energy plants. Each student in the group must have a separate and essential role in the Project. 2C. ADVISING Students are encouraged to discuss their initial Project ideas with their Joint MS Faculty and PhD Peer Advisors and the Joint MS Program Manager as early as possible. Students may need additional faculty advising and input for their projects, and may recruit a Project Advisor from their professional school, from a relevant project-based course they have taken, or elsewhere in the University. Project Advisors from outside the University may be approved by the Capstone Project Committee in special circumstances. Students are encouraged to work with E-IPER PhD students and/or faculty with overlapping interests in the development of Projects and should consult the Capstone Project Database for a listing of potential projects with interested advisors (see Resources, section 5A for more information on the Database). Students working on a Capstone Project that significantly contributes to an existing research project will most likely receive more one-on-one faculty and PhD student advising. Students working with off-campus clients should seek advising/supervision from within the clients institutions, in addition to on-campus faculty and E-IPER staff advising. The Capstone Project Committee will provide feedback on and approve students proposals. This Committee will also evaluate and grade final products and presentations and select the prize winner(s). EIPER staff will review and provide comments on interim drafts and reports and provide general Project advice and oversight. 2D. PROPOSAL FORMAT The Capstone Project Proposal should fully describe the Project, its goals, methods, and anticipated outcomes using the format outlined below to facilitate evaluation. Proposals should not exceed 6 singlespaced pages, including the executive summary, figures, tables, references, and budget. The use of tables, figures, and/or outlines is encouraged as long as the proposal is understandable to a non-expert reader. The proposal should contain the following sections: Title Team Members and Affiliations (i.e., GSB, Law School, etc.) Advisor(s), Clients, or Other Collaborators

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Executive Summary (1 page maximum) Briefly cover the sections below and state explicitly how the Project integrates the students professional school work and the science, engineering, and/or technology they have learned via their E-IPER coursework. Clearly state the significance of the Project, what scientific and technical knowledge will be incorporated, and how that knowledge will be used in the Project. Project Description, Purpose, and Goals Describe the problem to be addressed and state the Project goals and expected outcomes. Discuss how science and technical knowledge will be incorporated and used in the Project. Include brief descriptions of the client/research leader and relevant stakeholders. If working in a group, describe what each participating student brings to the Project, her/his specific responsibilities, and why working as a group is necessary for the success of the Project. Discuss the skills required for completion of the Project. Do the student(s) already possess these skills, or will the Project require training and/or learning new skills? If training is required, describe where/how that will be obtained. If a student plans to work on a Project that may contain privileged information, this should be mentioned in the proposal and a plan developed with E-IPER staff and the Project Advisor that will allow the student to present the bulk of the work to the E-IPER community. Each student must give a final presentation and submit a final product that can be made available to the E-IPER community, including faculty, staff, and current and future students. Background Provide relevant information on the background of the Project. What new and previously unavailable information will this Project generate? What barriers or challenges will have to be overcome to successfully complete this Project? Is this Project building on previous internship or course work? Has some work already been done by the student(s) or someone else? If this is a research Project, include a brief review of relevant literature related to the Project. Note that the final products and presentations will be open to the E-IPER community. If your project is building on work done in a course or internship, you must describe in detail how you will substantively expand that work for your Capstone Project. Methods Discuss the methods that will be used to complete the Project. Will the students be conducting research, analyzing qualitative or quantitative data, conducting interviews, generating models or running simulations, etc.? Please use accepted methods for the field relevant to your work. Timeline Explain any time constraints or deadlines (outside of those for ENVRES 290) that must be met. Provide an outline of your Project completion plan with milestones along the way, including interim Project updates and draft and final product submission. For group Projects, indicate specific responsibilities and deadlines for individual group members. Products Describe the final product that will result from the Project and any interim products that will be generated. The product format will depend on the Project, but potential products could include an article for publication, a report, a business plan, a model, a prototype, etc. Interim products could include datasets, reports, protocols, etc. Who will be the recipient (other than the E-IPER community) of the interim and final products? If working with proprietary information, describe what will be presented to the E-IPER community and what will be presented only to the client. Ensure that the critical science, engineering, and technology evaluation will be available to the E-IPER community. Resources List the resources required to successfully complete the Project and how and where the resources will be obtained. Required resources could include transportation to a client, specialized software, designated meeting times with a particular person, or some type of equipment. If financial

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resources are needed for the Project, describe those and also identify potential funding sources (see 2F below for information on E-IPER Project funding). References List relevant references and individuals consulted in the preparation of the Project proposal. Please note that final products must include an annotated bibliography (an example will be provided) and should include primary research sources. Previous Coursework Attach, as an appendix, any final projects from previous courses on which the Capstone Project is based. 2E. APPROVAL PROCESS Proposals must be submitted electronically via the class Coursework website by the appropriate deadline (TBD each quarter). Proposals will be reviewed by the Capstone Project Committee and comments provided to students as quickly as possible. The Committee may request a revised Project Proposal if substantial revisions are necessary before the Project can be approved. Students are encouraged to consult with the Joint MS Program Manager during preparation of their proposals. 2F. FUNDING E-IPER maintains a fund to which Joint MS students may apply for small grants to support their Capstone projects. Awards of up to $500 per project may be requested. For Capstone projects, the fund will support: Expenses related to a Capstone Project such as software, equipment, and supplies; Limited (local) travel expenses directly related to a Capstone Project; Publication-related expenses for papers resulting from Capstone Projects. Students are encouraged to talk with the Joint MS Program Manager before submitting a request for funds. Requests should be submitted via e-mail and include a description of the expense(s), its purpose, and a budget, in no more than one single-spaced page. Requests will be evaluated by E-IPER staff and relevant faculty members as necessary. 3. REGISTRATION AND PROJECT TIMELINE 3A. REGISTRATION Capstone Projects will usually be completed during one quarter for a total of 3 units, although students may petition to complete their Projects over a longer time if required. To accommodate students different course loads, graduation plans, and professional school commitments, and to ensure they designate sufficient time for their Project, students must enroll in ENVRES 290 Capstone Project Seminar in Environment and Resources during the quarter in which they are working on their Projects. A list of suggested project-based courses that have class projects that could be developed into Capstone Projects is provided in Section 5C, however students may also propose to take other project-based courses not on this list. ENVRES 290 Capstone Project Seminar in Environment and Resources functions as a facilitated independent study course, providing students with structure and guidance to initiate, complete, and publicly present their required Capstone Projects. The course is required for all students pursuing the EIPER Joint MS degree. There will be designated meeting times of 1.5 hours every week to ensure students block time on their schedule for their Project. The time slot will be used for class meetings, presentation practice, and may also be used for students to meet or to consult with staff and faculty. As

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described in the Requirements section below, students or teams will be required to submit interim Project updates during the quarter they are registered for ENVRES 290. 3B. CAPSTONE PROJECT TIMELINE The goal of this Project structure is to allow for flexible Project timelines that align with each students professional school obligations and graduation plans, while providing sufficient structure that all students are kept on track and staff and faculty are kept informed of students progress. The ideal situation is that a student takes ENVRES 290 and completes his/her project the quarter before or the quarter immediately preceding his/her graduation. 4. DELIVERABLES 4A. INTERIM PROJECT UPDATES Students must submit short interim Project updates approximately every 3 weeks to the E-IPER Program Manager in any quarter(s) they are registered for ENVRES 290. If a student is planning to expand on work done in a project-based course, they should discuss their plan with the Joint MS Program Manager to make sure the class project substantially integrates the students professional school and E-IPER coursework. These updates and meetings will ensure that students are on track to complete their Projects in a timely fashion and will allow staff to help students with any problems that may arise in the course of the Project. A schedule of Project update due dates will be sent to all registered students at the start of each quarter. Updates should be no more than one page, may include bulleted lists or outlines, and should address the following topics: Tasks completed or progress made during the preceding three weeks; Highlights of the preceding three weeks; Any problems or barriers to progress encountered. Each group should submit one update and should include a brief statement of how the group is working together and what tasks each group member completed. Any problems within the group should be addressed as soon as possible. Students with concerns about their group should send a confidential message or speak with E-IPER staff immediately. 4B. FINAL PRODUCT Each Capstone Project will result in a final product and presentation of professional quality. Final products may take the form of a report, a paper for publication, a business plan, a policy brief, a series of recommendations to a client, etc. The format of the final product should match that approved in the Project Proposal and should be comprehensible on its own to a non-expert reviewer. While not all final products will themselves be written reports, it is expected that all products will be accompanied by a written statement that is sufficient to introduce and describe the product. All final products must also include an annotated bibliography that provides a critical analysis of the reference sources consulted for the Project. Annotated bibliographies will be discussed in ENVRES 290 for those students who are unfamiliar with preparing them. The final product and presentation should meet high professional standards based on four main criteria described below. Students will receive a grading rubric at the beginning of the quarter outlining what constitutes acceptable and exceptional levels of success in meeting these criteria.

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Clarity: Does your presentation and written product communicate your ideas effectively and to a wide audience? Does it provide good transitions between ideas that are logical and lead the reader? Can someone with little background of your project pick up your final product and understand what it is you are trying to do? Knowledge of applicable science/technology and integration with professional school skills: Have you effectively examined, integrated, and communicated a technical, scientific, and/or engineering issue relevant to your E-IPER coursework and interests? Does your project utilize skills from your professional school? Operationalization: Do you describe a well-constructed and realistic method of implementing your project findings? Can you use business development or policy analysis skills to suggest implementation strategies? How do you propose to operationalize your work (e.g., start-up, presentation to outside audience, grant funding, policy white paper, academic publication)? Potential impact: Are you solving a problem that has been identified as important by an industry, a specific population of people, or society as a whole? Does your project build upon previous contributions in this area (no matter how big or small)? Do you effectively describe the potential impact of your project to your target audience?

4C. FINAL PRESENTATION All students must give a formal presentation of their Capstone Projects to the E-IPER community. The presentation should highlight the Project goals, major challenges and barriers that were overcome in the course of conducting the Project, the Project outcome, and should include a description of the final product. For group Projects, all students in the group must take part in the presentation. Presentations should be understandable by the non-expert, but should also contain enough detail to satisfy Project advisors or clients. Students should prepare presentation slides in PowerPoint or other presentation software and may use props, handouts, or other visual aids as appropriate. As for all professional presentations, students should practice their presentations to ensure fluidity and adherence to the time limit (TBD in each quarter, but generally between 10 and 15 minutes), preferably in front of an audience who can provide constructive feedback. A Capstone Symposium, open to the entire E-IPER community and Project clients and advisors, is organized at the end of each quarter in which Joint MS students complete Projects. A prize, the Feigenbaum-Nii Foundation Prize, will be awarded each quarter to the student or group of students whose project demonstrates interdisciplinary excellence and superior integration of science and technology with their professional school work. Capstone Project materials will be made publicly available on the E-IPER website to showcase students work and provide a reference for other students, and should not include any privileged or sensitive information. If a student plans to work on a Project that may contain privileged information, this should be mentioned in the Project Proposal. 4D. GRADING All Joint MS students must take the course for a letter grade. Grades will be assigned during the last quarter the student registers for the Capstone course and will be retroactive to all previous quarters. A grade of In Progress (N) will be assigned for the Capstone course for any preceding quarters, and

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students will receive written feedback on their progress to date. Students working in a group will not necessarily receive the same grade. There are four major components to students grades as described below. Participation Contribute to classroom discussions and peer-review sessions/ feedback 10% Students are expected to attend and participate in every class meeting. Unexcused absences will negatively affect participation grade. Assignments Annotated bibliography, project updates, draft presentation and product Course assignments will be due by 5pm on the date in the class schedule. Final presentation at Capstone Symposium 10%

Presentation

40% 40%

Final Product Final professional paper detailing all required aspects of Capstone Project

Both the presentation and final product will be graded on four criteria (see page X above for detailed description): 1) Clarity 2) Integration of science, technology 3) Operationalization 4) Potential impact

5. CAPSTONE PROJECT RESOURCES FOR STUDENTS Many resources are available to students in the planning and execution of their Capstone Projects. Please let E-IPER staff know of additional resources we should add. Past E-IPER Capstone Project presentations and other useful information are posted on the E-IPER website at http://e-iper.stanford.edu/academics/joint-ms/joint-ms-capstone-project. 5A. FACULTY AND STAFF SUPPORT E-IPER staff, faculty, and students are available to discuss your project ideas and implementation plan. Consult with your faculty and peer PhD advisors. E-IPER Staff: Noah Standridge, Joint MS Program Manager (nstand@stanford.edu); Deborah Wojcik, EIPER Associate Director (dwojcik@stanford.edu); Peter Vitousek, E-IPER Faculty Director (vitousek@stanford.edu) E-IPER Affiliated Faculty: a list of E-IPERs more than 110 Affiliated Faculty members is available on our website: http://e-iper.stanford.edu/people/faculty . The Woods Institute for the Environment provides a list of Stanford environmental faculty, many of whom are also E-IPER affiliated faculty, who are also great resources:

http://woods.stanford.edu/about/woods-faculty-researchers.
5B. SUGGESTED PROJECT-BASED COURSES The following is a list of project-based courses across campus that have a class project that could be developed into a Capstone Project; this list is not intended to be comprehensive. Please note that a

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student planning to take one of these courses to develop their Capstone Project must have the Project idea pre-approved through the Proposal process, and must integrate their E-IPER work with the class project. If a student wishes to develop a Capstone Project from a course not on this list, they should obtain a syllabus from that course, and discuss their plans with E-IPER staff.

CEE 224A. Sustainable Development Studio CEE 226. Life Cycle Assessment for Complex Systems LAW 432. Environment and Energy Workshop ME 206A/B, OIT 333/334. Entrepreneurial Design for Extreme Affordability ME 380. Collaborating with the Future MS&E 264. Sustainable Product Development and Manufacturing MS&E 265. Supply Chain Logistics MS&E 288. Creating Infectious Action MS&E 289. Designing for Sustainable Abundance MS&E 296. Sustainable Mobility: Improving Energy Efficiency and Reducing CO2 Emissions from Transport MS&E 491. Clean Energy Project Development STRAMGT 353. Entrepreneurship, the Formation of New Ventures STRAMGT 356. Evaluating Entrepreneurial Opportunities STRAMGT 368. Strategic Management of Nonprofits 5C. INFORMATION ABOUT PEER PROGRAMS A number of websites and colleagues representing peer programs and institutions were consulted in the preparation of these Capstone Project requirements. Information about these programs is included below for reference. Duke University Nicholas School for the Environment Masters Projects: http://nicholas.duke.edu/people/students/advising/mpguidelines.html. December 2009. UCSB, Bren School: http://www.bren.ucsb.edu/academics/mesm.html, link to Project guide at bottom of page. Past group Projects are here: http://www.bren.ucsb.edu/research/group_Projects.asp. December 2009. Berkeley, Environmental Resources Group (ERG): requirements document here: http://erg.berkeley.edu/info/degree_requirements.shtml . December 2009. University of Michigan, School of Natural Resources and the Environment (SNRE), handout on Masters Project given to me at Nov. 2009 recruiting session, and http://www.snre.umich.edu/current_students/masters_Projects. December 2009. Yale School of Forestry: http://environment.yale.edu/prospective/Master-of-Environmental-ManagementMEM/. December 2009.

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