Capstone Projects Capstone Projects are intended to be intensive, active learning projects, requiring significant effort in the planning

and implementation, as well as preparation of a substantial final written work product. For approval of a Capstone Project, interested students must submit a written proposal to Professor Kathy Bradleydetailing: 1. The specific area of study (including substantive area, core courses that were taken or will be taken in preparation for the project, additional materials to be consulted, etc). 2. The faculty resources the students will seek and whether the students have already recruited or consulted with any members of the faculty about assisting with the project (view Faculty Expertise). 3. The number of students involved in the project. 4. What the project will entail and how it will be implemented (e. g., what is planned, what the work will involve, how the work will be structured, and the time frame for the different phases of the project; and, for groups, how the work will be divided among the members); the number of credits sought (up to a maximum of 4 credits per semester) and justification for the credit. 5. What the final written work product will be and, for groups, how responsibility for preparing the final product will be allocated among the members. Professor Kathy Bradley, assisted by members of the Capstone Year Committee, will review the proposed project, solicit appropriate input from the faculty, and offer suggestions for revisions and modifications of the proposal where necessary. At a minimum, a member of the Governing Faculty must serve as a supervisor for any approved project. Additional mentors for the project may be recruited from other schools within the University, or may be practicing lawyers, judges, legislators, or other relevant professionals as appropriate for the particular project. The final written work product may be in the form of a scholarly article of publishable quality, a seminar-type paper, a model bill and the supporting memorandum, a draft complaint or petition and supporting memorandum, the formal documents and supporting memorandum for a transactional project, or a brief (on the merits or as an amicus), to name just a few examples. In all cases, students will be required to defend their final work product before a review committee composed of the faculty advisor and others recruited by him or her. The course credits approved for a project will be based upon, among other things, the scope of the project, the estimated time frame (one or two semesters), the number of hours devoted to the project, the number of students undertaking the project, and the nature and complexity of the final written product. Credits will be allocated between the written work and all other work. The presumption will be that the credits assigned to the final written product will receive ordinary Law School grades, and the remaining credits will be pass/fail; however, depending upon the project, this division may be altered with the permission of the faculty advisor and the Capstone administrator. Continuous Feedback A critical component of the project, and one that should further differentiate it from most traditional law school courses, will be the substantial individualized feedback provided to the students. The feedback anticipated should be a learning tool in itself. We hope to eventually put in place a system by which students will be given explicit criteria for evaluation, regular feedback on all aspects of the project and its implementation, as well as opportunity for self-assessment. The feedback process will begin with the interactive design phase of the project, wherein students will receive significant input from their advisors on both the project design, and the quality of the written proposal. Students will be required to give at least bi-weekly written updates to their advisor and to attend periodic face-to-face review sessions with the advisor and/or mentors, all of which should ensure a continuous open dialogue throughout the project. Defense of the Final Work Product Finally, students who carry out projects will be required to defend the final work product orally, by presenting the project to a review committee assembled by the faculty advisor, by giving a talk on a scholarly article or seminar-type paper to members of the faculty, or through some other comparable process. The review committee will provide a comprehensive critique of the project, noting accomplishments and areas for improvement.

CAPSTONE PROJECT Also called a capstone experience, culminating project, or senior exhibition, among many other terms, a capstone project is a multifaceted assignment that serves as a culminating academic and intellectual experience for students, typically during their final year of high school or middle school, or at the end of an academic program or learning-pathway experience. While similar in some ways to a college thesis, capstone projects may take a wide variety of forms, but most are long-term investigative projects that culminate in a final product, presentation, or performance. For example, students may be asked to select a topic, profession, or social problem that interests them, conduct research on the subject, maintain a portfolio of findings or results, create a final product demonstrating their learning acquisition or conclusions (a paper, short film, or multimedia presentation, for example), and give an oral presentation on the project to a panel of teachers, experts, and community members who collectively evaluate its quality. Capstone projects are generally designed to encourage students to think critically, solve challenging problems, and develop skills such as oral communication, public speaking, research skills, media literacy, teamwork, planning, self-sufficiency, or goal settingi.e., skills that will help prepare them for college, modern careers, and adult life. In most cases, the projects are also interdisciplinary, in the sense that they require students to apply skills or investigate issues across many different subject areas or domains of knowledge. Capstone projects also tend to encourage students to connect their projects to community issues or problems, and to integrate outside-of-school learning experiences, including activities such interviews, scientific observations, or internships. While capstone projects can take a wide variety of forms from school to school, a few examples will help to illustrate both the concept and the general educational intentions: Writing, directing, and filming a public-service announcement that will be aired on public-access television Designing and building a product, computer program, app, or robot to address a specific need, such as assisting the disabled Interning at a nonprofit organization or a legislators office to learn more about strategies and policies intended to address social problems, such as poverty, hunger, or homelessness Conducting a scientific study over several months or a year to determine the ecological or environmental impact of changes to a local habitat Researching an industry or market, and creating a viable business plan for a proposed company that is then pitched to a panel of local business leaders For related discussions, see authentic learning, portfolio, relevance, and 21st century skills. Reform As a school-reform strategy, capstone projects are often an extension of more systemic school-improvement models or certain teaching philosophies or strategies, such as 21st century skills, community-based learning, proficiency-based learning, project-based learning, or student-centered learning, to name just a few. The following are a few representative educational goals of capstone projects: Increasing the academic rigor of the senior year. Historically, high school students have taken a lighter course load or left school early during their twelfth-grade year, which can contribute to learning loss or insufficient preparation for first-year college work. A more academically and intellectually challenging senior year, filled with demanding but stimulating learning experiences such as a capstone project, the reasoning goes, can reduce senior-year learning loss, keep students in school longer (or otherwise engaged in learning), and increase preparation for college and work. Increasing student motivation and engagement. The creative nature of capstone projects, which are typically self-selected by students and based on personal interests, can strengthen student motivation to learn, particularly during a time (twelfth grade) when academic motivation and engagement tend to wane.

Increasing educational and career aspirations. By involving students in long-term projects that intersect with personal interests and professional aspirations, capstone projects can help students with future planning, goal setting, postsecondary decisions, and career explorationparticularly for those students who may be unfocused, uncertain, or indecisive about their post-graduation plans and aspirations. Improving student confidence and self-perceptions. Capstone projects typically require students to take on new responsibilities, be more self-directed, set goals, and follow through on commitments. Completing such projects can boost self-esteem, build confidence, and teach students about the value of accomplishment. Students may also become role models for younger students, which can cultivate leadership abilities and have positive cultural effects within a school. Demonstrating learning and proficiency. As one of many educational strategies broadly known as demonstrations of learning, capstone projects can be used to determine student proficiency (in the acquisition of knowledge and skills) or readiness (for college and work) by requiring them to demonstrate what they have learned over the course of their project In recent years, the capstone-project concept has also entered the domain of state policy. In Rhode Island, for example, the states high school graduation requirements stipulate that seniors must complete two out of three assessment options, one of which can be a capstone project. Several other states require students to complete some form of senior project, while in other states such projects may be optional, and students who complete a capstone project may receive special honors or diploma recognition. Debate Most criticism of or debate about capstone projects is not focused on the strategy itself, or its intrinsic or potential educational value, but rather on the quality of its executioni.e., capstone projects tend to be criticized when they are poorly designed or reflect low academic standards, or when students are allowed to complete relatively superficial projects of low educational value. In addition, if teachers and students consider capstone projects to be a formality, lower-quality products typically result. And if the projects reflect consistently low standards, quality, and educational value year after year, educators, students, parents, and community members may come to view capstone projects as a waste of time or resources. What Is the Capstone Project? The Capstone Project is a two-semester process in which students pursue independent research on a question or problem of their choice, engage with the scholarly debates in the relevant disciplines, and with the guidance of a faculty mentor produce a substantial paper that reflects a deep understanding of the topic. Students are strongly encouraged to choose a topic in which they have some competence based on their academic work, professional experience, or exploration of future career options. The Capstone Project is both a valuable intellectual experience and also a vehicle through which students can demonstrate their research, analytical, and writing skills to either prospective employers or graduate and professional schools. Note: Completion of the Capstone Project is required for graduation in the BIS Program Capstone Framework & Guidelines A Capstone Project must demonstrate the following characteristics. Each characteristic can be satisfied in different ways depending on the topic, discipline, and the approach taken. But, taken together, they represent the capstone framework. Originality: You must reach your own deep understanding of a clearly defined and focused topic. You must formulate your own perspective on an issue and draw your own conclusions. The final project and form of presentation can also draw upon your originality and creativity. Independence: Although you will have a capstone mentor as a guide and domain expert, you will work primarily on your own.

Appropriate Scope: The Capstone Project is equivalent to a three-credit course. Therefore, you should plan to spend at least as much time and energy on your Capstone Project as you have devoted to your most challenging courses. You will have just one semester to complete your research and writing. Therefore, you will need to keep your project within a limited and realistic scope. Orderly & Objective Process of Inquiry: The Capstone Project demonstrates your facility with the methods of inquiry. These include the ability to ask the right questions, to synthesize ideas, to identify and use evidence, to draw and support conclusions, to recognize compelling research, to communication your ideas, or to solve a problem using a specific set of tools. Intellectual Stretch: The Capstone Project should take you to a place where you have not been before, and perhaps, did not even think you could reach. In addition to the framework, there are also some basic guidelines for the Capstone Project. The Capstone Project will take two semesters to complete. During the first semester, students enroll in the Proseminar, develop the Capstone proposal, and secure approval of the proposal from a faculty mentor and the Proseminar instructor. During the second semester, students enroll in the Capstone Project. Separate grades are received for the Proseminar and the Capstone Project. Each grade must be a C (2.0) or better. Enrollment in the Proseminar takes place no later than the second to last semester and no earlier than the third to last semester prior to graduation. The faculty mentor is a member of the UVa faculty. Mentors are approved prior to enrollment in the Proseminar. Students will submit a formal academic paper. Two simply bounded/covered copies and one electronic copy are required. One will be graded and returned; the other will be added to the BIS library of Capstone Projects. Students will make a presentation to an audience of students and faculty. These presentations are not graded separately.