table of contents...presentation, planning, requirements 45 fall read this! and capstone poster 54...

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 2020

Thank you for graciously sharing your insight

with the Seniors of 2021

The 2019-20 Yearbook Staff

Thank you for your vision, dedication, hard work,

and amazing creativity in developing and producing the

concept for the 2020-21 Capstone Handbook

Set your sights high, choose the best trail, and work

hard along your Capstone journey.

Introduction The purpose of this handbook is to allow the voices of experience—the Class of 2020—to pass

their knowledge to you—the Class of 2021—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 Let’s Take a Hike!

There is a clear path between the start and

successful end of your Capstone project, but how

adventurous you want your “hike” to be is up to you.

Like with hikes, there is a wide range of terrain,

altitude, wildlife and weather. Therefore, each hike

will be different, but each student has a great guide

and plentiful resources. You must prepare well. Pack

your patience and determination. Ask for guidance

when you need it. Fuel up, and expect to have an incredible trek.

Seniors of 2021, make your Capstone projects

a hike to remember!

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 2021

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 11 Summer Read This assignment, Capstone update form, and Expert-in-the-Field form – revisit Honesty Policy

August 17 Topic Poster AND Academic Resume due August 31 Learning Log draft – at least TWO complete entries September 8 (Tues) Fall Read This assignment is due September 21 Final Learning Log (typed and edited with photos/pictures and other

documentation

Expert and Parent VERIFICATION forms due September 28 Researching Your Research AND Research paper proposal due

Interview questions for research paper – set up a time and date for interview

October 26 Complete Interview - Interview Verification form Due

Research paper Writing Plan with sources and interview documented completely

Hard copies of all cited sources due November 13 (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 7 Second Draft DUE. Turn in First Draft with ASC Signature and Second

Draft. January 11 Letter to the judges due

Final Research Paper due

Send paper to Turnitin.com January 19(Tues) • Research Paper Defense Presentation presented to advisor

• Revised academic resume • Capstone Reflection questions

January 25 Portfolio review (with FINAL research paper) – one UNBOUND copy of portfolio (black and white)

February 8 Three bound copies of COMPLETE portfolios – due by 3PM or you will not present in March, but May.

March 5 (Friday) 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 9, 10, 11 (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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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



documentation


Interview questions for research paper – set up a time and date for interview October 26 Complete Interview - Interview Verification form Due




TBA Student Led Conference Plan December 7 Second Draft DUE. Turn in First Draft with ASC Signature and Second Draft. January 11 Letter to the judges due













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



documentation


Interview questions for research paper – set up a time and date for interview October 26 Complete Interview - Interview Verification form Due




TBA Student Led Conference Plan December 7 Second Draft DUE. Turn in First Draft with ASC Signature and Second Draft. January 11 Letter to the judges due












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.

I know that you might not know what you want to do yet, and what you want to do may

change every week. Just remember this is a 9 month long project, so if you can’t think of

a career to explore, think of a skill like baking, sewing, diving, nutrition, etc. You’ll be

much happier doing something you can learn to love!

If you care about your project and are interested in it, the work will be easy and not feel

like a chore.

Pick a topic that [you] are passionate about because it makes presenting it much more

meaningful and important to [you].

Where there is passion, there is discipline. Therefore, if you truly want to excel in

something, in anything, you must be passionate about what you do and how you do it!

…Choose … a topic that [you] don’t know too much about. It made my fieldwork very

easy and enjoyable by keeping my interest all while learning a new skill/ hobby.

Be ready to have fun! Capstone really isn’t as bad as it seems and it’s actually so fun. I

had a blast in my fieldwork!! Good luck!

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: The Capstone project must include some element of service to others. In some cases,

the service is the fieldwork. If so, that should be shown 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, ideally, be 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.

Being able to … provide clients with photographs that they like is really rewarding. I was

very proud of myself for learning a new skill that intrigued me while simultaneously

making someone happy.

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 thoroughly 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.

I built and learned how to fly my very own R/C aircraft. It looked

amazing and flew great. I also got to fly several other outstanding

aircraft along the way and had a blast working with the Eglin Aero

Modelers Club.

I did not know I was capable of being so independent and

leading groups of people.

… [The fieldwork] required me to be mature and to work hard

to get everything done and well. I’m proud of the growth I made

academically and individually.

… I chose to do a project that I would have fun with and I am

proud to accomplish that simple goal.

Photo by Thomas Ashlock on Unsplash

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. 10

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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.

…After going through my field work and discovering it

just was not for me… I ended up finding my paper topic

fascinating. I am proud of myself for finding all the

supporting evidence and having the creativity to think of

this idea.

I went over an important topic in my paper that’s not as

openly discussed as it should be.

My research gave me my purpose of college, because

my topic is what I will be studying in undergrad!

Photo by Omer Salom on Unsplash

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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.

…My fieldwork [was] teaching students about STEM. I feel like I had an impact on how they viewed different STEM subjects, and I could definitely see some of them as future engineers or scientists.

Self-Development Field Work

Examples include flying lessons, scuba lessons, music lessons, art lessons, learning a language,

starting a business, etc.

Playing piano was always a hobby I wanted to learn and I am proud of how far I progressed in the instrument over the duration on capstone.

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.

For my specific shadowing experience, shadowing a doctor, it was really important to

discover if I actually enjoyed medicine… However, thanks to Dr. Brannan, I thoroughly

enjoyed my experience and was proud of the fact that I could follow along [with]

everything.

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.

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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.

What you put in is what you get out, so do not be afraid to communicate during your

fieldwork what exactly it is you want to achieve.

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 Photo by CalebJones on Unsplash

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

[email protected]

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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mailto:[email protected]

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____________________________

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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 love to write whenever it pertains to something that I find interesting. And it was a very

exciting experience to be able to gain knowledge on new topics.

When I picked my topic, I knew it was going to be hard to find a research paper topic but

when I did, I thought it was a really good topic. I also thought that my paper was going

to be boring and sad because it was mental illnesses, but I actually really liked it.

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. Photo by Garrett Sears on Unsplash

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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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http://www.turnitin.com/

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.

Exercises like 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.

I’m proud of my research paper; it wasn’t the most advanced or groundbreaking, but it is

a start for a 16-year-old publisher. I hope to advance onto higher topics and better

papers at university.

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.

Photo by Ashim D’Silva on Unsplash

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 drafts, have people read them. They will catch 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.

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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.

Photo by Kevin Wolf on Unsplash

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 have never put so much time into editing and perfecting a paper before Capstone, and I

am really proud of the result.

I feel that I delivered it in a very persuasive way that could be easily understood.

The topic of my research paper is also very relevant and intriguing, so I felt

that I did it justice in the way I wrote about it.

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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 want the audience to remember about 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



2. Body Paragraph topic sentence two or topic two





3. Source in parentheses Body Paragraph topic sentence three or topic three





Student 1

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4. (Optional) Body Paragraph topic sentence four or topic four (Note: you may add

paragraphs)





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)

Photo by Facundo Marquez on Unsplash

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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.

…Finding an expert, conducting field work, and placing it all in a portfolio took a lot of

time and precision. Looking at my portfolio and everything I achieved, just nicely placed,

truly makes me proud.

The portfolio really made me step out of my comfort zone, and make connections with

people I never would have spoken to before.

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 Blackboard 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.

Photo by Sasha Sashina on Unsplash

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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.

…Collegiate did a wonderful job pushing me to get good

at the areas I am not so good at. In sophomore year, I

was extremely shy and nervous during presentations,

and always did bad, but by the end of Collegiate, I got a

perfect score on my presentation for Capstone. It is a

huge accomplishment for me.

I made a lot of progress in perfecting [the presentation]

from the beginning, and I turned the part of the project I

was most scared for into an amazing experience.

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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. Almost everyone uses a PowerPoint. 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.

Photo by Aliaksei Lepik on Unsplash

Not only was the presentation the most fun part, I was incredibly proud with how

the presentation went.

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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 CRDM, 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 proud of how well my presentation

went. I did not let myself become nervous, and

created a simple, 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.

Photo by Ryan Dam on Unsplash

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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 2020

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I WOULD TELL THE SENIORS OF 2021

FOR THE LOVE OF ALL THAT IS GOOD AND KIND GET YOUR FIELDWORK HOURS DONE, AS MUCH

AS POSSIBLE, IN THE SUMMER!

[They] should think of this year as their last chance to prove their capability. Whether

they are proving it to their parents, their peers, or even themselves, it is important. If you

are like me and you have always struggled through each academic year, tell yourself

that this is the one you are finally going to get right. Then actually do it.

… look at Capstone as several small assignments. It’s easy to feel overwhelmed if you see

it as this giant obstacle in front of graduation.

…try their best on everything they do because it is their last year of high school, and it is

important to make it count.

… make sure they start on Capstone as early as possible. A lot of the problems we had

this year stemmed from the fact that a lot of us waited until the Summer to start

contacting people.

… make connections and friendships with the adults; moreover, they are going to be the

ones to give you letters of reference, and help. You get jobs.

…to ask for help from any teachers, Collegiate or from the college. Even if it seems like a

dumb or obvious question, the teachers are there to help you.

… take advantage of this time to leave one’s comfort zone to experience a new work

environment and learn more about where they want to go in life.

…[to] try their best to enjoy themselves! It’s your last year of being a kid so don’t get

caught up in all your schoolwork and really try to enjoy your time as a Collegiate

student!

… plan ahead for Capstone. Actually doing the assignments and turning them in will be

the hardest part of the project, so creating a schedule and being aware of what is next

can be extremely helpful….

… plan to take their ACT/SAT’s as early as they can to make applying to colleges easier.

They should also start thinking of a Capstone paper topic and researching it before they

have to choose their topic, as it will help decrease their stress.

… focus hard on their school work, do not slack off because it’s your last year…Whether

it’s a main course or an elective, they are ALL important. That being said though, be sure

to try and be involved with as much as you can and make a lot of fun memories you will

remember forever….

… enjoy it. It often seems like a burden and a difficult assignment but if you find

something you love or that you are interested in then your fieldwork and all other

assignments will be so much more enjoyable. It also flies by, so do not take any moment

for granted because it is all over before you know it.

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…[gather] ALL important due dates and compiling a list of tasks that need to be done.

This includes scholarships, tests, admissions deadlines, etc. Anything and everything

important. Especially scholarships. Spend a solid week just compiling these dates and

continue adding to this list as the year progresses. Missing out on easy scholarships just

because you weren’t aware of the dates is such a terrible feeling.

…ask for help either from their advisor or Collegiate teachers when things get confusing

or tough. …Look for a new angle or phone a friend. Another perspective changes the

seemingly impossible problem to a solvable solution.

…Be present. Since our time was abruptly cut off, it made me realize that I should have

appreciated every moment. I always thought about things my group and I could do to

make the year memorable, but just being with the people in my class and talking about

our everyday struggles were the memorable times.

…[to] recognize the unique community that Collegiate is home to. Not many schools can

say that they have such a friendly atmosphere, and I think the seniors of next year should

realize this and cherish their last year on campus before they leave.

All your time, effort, and work at school has led up to this final year. No matter what

happens, go make the most out of your senior year.

Photo by DDP on Unsplash

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https://unsplash.com/@moino007?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText

https://unsplash.com/s/photos/hiking-trail?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText

I AM PROUD OF…

… the social aspect of my project. Learning to communicate in a professional way …is

particularly important to me because I thought it would be hard to open up about things that I

want for my career. Then I realized that if I do not bother to work for the things I want, no one

else is going to do it for me. Thankfully, this project forced me to challenge myself and looking

back on my interactions with all the instructors at the dance studio, I have really grown.

…stepping out of my comfort zone. In order to obtain an expert, I had to reach out to many

different people.

… how early I started. I know many people who started their field work fairly late, but getting

started on mine early definitely made the whole process smoother.

… my creativity with this project. It took a lot of time to decide specifically what I wanted to

accomplish with my time at the Radio Studio. I’m proud I was able to make something

meaningful to me out of this project

… the independence I achieved throughout my project. I learned a lot and figured out how to

find my own resources.

…my commitment to the project and the amount of thought, effort, and time I put into it.

Although it was difficult at times and time consuming, I gave it my all and completed it to the

best of my ability and got a good grade.

…my field work because …I did not know I was capable of being so independent and leading

groups of people.

…my personal growth during this project. I was very excited to make a professional connection

in the real world, with an expert in the field, and then form a professional relationship with

them. I pleasantly surprised myself by jumping in with both feet, and the reward was great. I

gained a lot of knowledge about my topic and about my capabilities.

…successfully planning, crafting, and delivering a presentation that my judges approved and

thought highly of. Not only this, but being able to relate my Capstone project to my career

ambitions meant that the Capstone project has incredible value for my future. Also, having the

chance for my mother to watch the presentation was incredible.

…my interview with my expert. I felt like I learned a lot about the interview process and about

asking people the right questions. In the end, we both talked about our passions and everything

I wanted to know about starting a business.

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… being able to make an impact on the community by running the social media for the All Sports

Association. Being able to reach and communicate with the whole NWFSC area made me very

proud because I was able to create and relay very important information that directly impacted

our local community.

… choosing a different path. I did my capstone project on architecture and it is still something

that interests me but throughout the project, I realized this is not the path I wanted to take in

life. For a while, though, I felt stuck…[but] I realized it’s ok to be unsure and to change your

mind.

…doing the entire project itself in the end. When first starting the Capstone project, it seemed

daunting; I had to write a paper and talk to people and present. The entire project took skills

that personally, I thought that I had lacked, but in the end I managed to do all of those things

and Capstone just wasn’t as hard as I thought it was going to be.

…being able to learn and utilize information to create something truly useful because I can now

apply this mindset to future endeavors.

… overcoming my social barriers and speaking anxiety in order to effectively work on my field

work. Due to my autism, I have struggled with communication throughout my life, and it

required a gargantuan amount of effort to combat these barriers, which I now know how to

overcome in my adult life.

… showing myself that I can actually do a yearlong project and succeed in it. I [proved] to myself

that I am smart and I can believe in myself.

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table of contents...presentation, planning, requirements 45 fall read this! and capstone poster 54...

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