Capstone Handbook - Blackboard...

Capstone Handbook OTL599 CSU-GC

Capstone Overview Purpose of a Culminating Experience: Capstone The Capstone course provides a culminating experience for students completing the Master of Science program in Teaching and Learning. Students enter the Capstone course with a solid foundation of theory, concepts, constructs, models, processes, and systems studied throughout the Master’s program. Additionally, students have sharpened their analytic and critical thinking skills through discussions, activities, and assignments in prior Master’s program courses. The Capstone experience provides an opportunity to apply accumulated knowledge and skills in an academic research environment.

Master of Science Program Outcomes The Capstone course is the final course to complete a Master of Science program in Teaching and Learning. Students from each program are reminded of respective program outcomes that served as a roadmap for students and faculty traversing the academic trail together.

Master of Science in Teaching and Learning 1. Prepare strategies for developing, administering, evaluating, and managing

educational programs. 2. Examine various learning theories and apply teaching and assessment strategies to

learning environments. 3. Acquire advanced instructional and design principles for learning. 4. Explore contemporary and emergent technologies relevant to learning

environments. 5. Synthesize skills for effective program planning and development within an

educational setting by completing a capstone project.

OTL599 Capstone Capstone course outcomes are directly linked to intended program outcomes. Students will complete OTL599 knowing that the program roadmap has been followed from beginning to end of the Master of Science program. 1. Apply a working knowledge of course concepts from the program of study to a research process. 2. Assemble a theoretical framework relevant to a real-world research problem. 3. Analyze and present credible research data. 4. Evaluate research writing in a collaborative environment. 5. Complete a Capstone research project demonstrating research, analysis, interpretation, and scholarly writing skills.

OTL599 Capstone Course Overview A practical, organizationally focused research process serves as the structure for the Capstone course. Students identify real-world problems encountered by educational stakeholders. Using high-quality

research standards and techniques to investigate the existent problem, students gather, analyze, and interpret data. The outcome is a Capstone Research Project. Students completing the practical research process will:

Learn to conduct practical research requires understanding and applying high-quality research standards

Acquire the knowledge and skills to replicate the practical research process in their work and community activities.

Colorado State University-Global Resources Finding scholarly, peer-reviewed information is essential to writing a high-quality paper. To find reliable information, students should utilize the CSU-Global Virtual Library and Librarian. The Librarian can help students find scholarly material on their topics from various sources. The Virtual Library offers many valuable resources for students working on their Capstone projects. The following resources are available in the Virtual Library:

Capstone project examples

Capstone project APA checklist

Graduate CSU-Global APA Style Requirements

Capstone project tutorial/handout

Capstone project sample paper

Capstone project template paper

Links that provide examples of APA in-text and reference citations

Avoiding Plagiarism tutorial

Tutoring center – Students can submit their papers to be critiqued by a live tutor (this link is located on the left navigation bar within each course)

Tools for effective writing

Tools for time management Academic Integrity Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, plagiarism, unauthorized possession of academic materials, and falsification. The Student Handbook provides detailed information about academic penalties and disciplinary actions for academic dishonesty. Students can avoid plagiarism by understanding what it is, and by understanding how to use library and Internet resources appropriately and with proper citation. Capstone Research

Research Team Role and Responsibilities Student Researcher Students undertaking the Capstone research process take responsibility for their learning and success in ORG581. Students and research committee members serve as a research team, working to provide knowledge, tools, processes, and suggestions throughout the practical research process. Students are expected to

own their projects

make all final decisions related to identifying a problem, research questions, research design, analysis, and interpretation

consider input from other members of the research team and from other credible resources

maintain an open, communicative environment

remain ethical throughout the research process.

Research Committee Research committees play a key role in research management in the academic community. Committee members serve as the primary link between the university mission, research policies, research training activities, and various academic committees. Transparency and accountability are no less important in the university setting than in the corporate setting. Committee members are current CSU-GC faculty members who are selected based on qualifications of holding a terminal degree, completing a dissertation from a regionally accredited university, and having a demonstrated record of research, and/or doctoral level teaching, and/or practical experience in the specified field. Committee members are chartered to

provide Capstone students with direction, guidance, and support

maintain standards of research quality

present feedback in a timely and effective manner

maintain an open, communicative environment

remain ethical throughout the research process. Overview According to Plano Clarke and Creswell (2010) researchers around the world, follow the same general process phases to conduct research:

Identify a problem and pose a question to answer.

Determine where to find data related to the problem and collect data.

Review the data and present an answer to the question. Educational research is conducted in OTL599 and uses the general research process discussed above. Educational research focuses on problems associated with a learning environment, educational programs, student achievement, and all other issues that impact our educational system. According to Leedy and Ormrod (2010), the research process is cyclical.

1. Research begins with a problem: an unanswered question in the mind of the researcher.

2. Research defines the goal in terms of a clear statement of the problem. 3. Research subdivides the problem into appropriate subproblems. 4. Research posits tentative solutions to the problem(s) through reasonable

hypotheses.

5. Research looks for data directed by the hypotheses and guided by the problem. The data are collected and organized.

6. Research interprets the meaning of the data, which leads to a resolution of the problem.

References: Leedy, P. & Ormrod, J. (2010). Practical Research: planning and design. Upper Saddle River, NJ: Pearson Plano Clark, V., & Creswell, J. (2010). Understanding research: A consumer's guide. Upper Saddle River,

NJ: Pearson.

Capstone Tools A number of Capstone tools have been developed to serve as helpful guides throughout the research process. Students will find links to these tools in Modules. Copies of the tools may be found in the Appendix of this Handbook.

Capstone Research Overview Table Capstone Problem Statement Worksheet Formulating the Research Question Worksheet Literature Review Decision Worksheet Capstone Research Design Worksheet Capstone Research Report Self-Assessment Capstone Research Report Template (see separate file found in Course Information)

Capstone Research Schedule

Module and Assignment Overview Week Module Critical Thinking

Assignments Portfolio

Assignments Discussion Board Total

Weekly Points

1 Module 1: Research, Organizations, Ethics, and Decision Making

Intro 10 points Ethics in research and decision making 25 points

35

2 Module 2: Clarifying the Research Process and Problem

Rewrite ORG575 Chapters 1 & 2 40 points

Theory 25 points

65

3 Module 3: Research Design

Complete Chapter 3. Submit

Evaluation and feedback

65

Chapters 1, 2, 3. 40 points

25 points

4 Module 4: Quantitative and Qualitative Presentation and Analysis

Chapter 4 plan 40 points

Evaluation and feedback 25 points

65

5 Module 5: Data Presentation

Graphic presentation for Chapter 4 40 points


65

6 Module 6: Research Findings and Interpretation

Chapters 4 & 5 40 points


65

7 Module 7: Research Presentation

Capstone Research Report due for committee review 0 Points


25

8 Module 8: The Culminating Experience and Beyond

Submit final Capstone Research Report 600 points

Critical Thinking reflections 25 points

615

Total 200 600 200 1000

Calendar Weeks/Days Mon Tues Wed Thurs Fri Sat Sun

1 Research, Organizations, Ethics, and Decision Making

Class begins

Original Discussion Post Preferred*

Original Discussion Post due**

Discussion Interaction completed***

2 Clarifying the Research Process and Problem

* ** *** Critical Thinking Assignment Due: Rewrite Chapters 1 & 2

3 Research Design

* ** *** Critical Thinking Assignment Due: Complete Chapter 3. Submit Chapters 1, 2, 3.

4 Quantitative and Qualitative Presentation and Analysis

* ** *** Critical Thinking Assignment Due: Chapter 4 plan

5 Data Presentation

* ** *** Critical Thinking Assignment Due: Graphic presentation for Chapter 4

6 Research Findings and Interpretation

* ** *** Critical Thinking Assignment Due: Chapters 4 & 5

7 Research Presentation

* ** *** Portfolio Preliminary Deliverable Due: Capstone Research Report final draft for committee review

8 The Culminating Experience and Beyond

* ** *** Portfolio Assignment Due: Submit final Capstone Research Report

Weeks 7 and 8 Calendar details Weeks 7 and 8 Capstone Research Process Steps Required Actions

Week 7

Finalize Capstone Research Report including

Final version of Chapters 1-5

Executive summary

Plagiarism check

Editing

Proofreading

Submit final draft version to Module 7 assignment box by midnight MT of the last day of Week 7. Research committee will review and offer any suggested upgrades or required changes.

Week 8

Using feedback from the research committee, make final changes or upgrades to the Capstone Research Report.

Submit final Capstone Research Report to the Module assignment box by midnight MT of the last day of Week 8. Regardless of whether upgrades are required, the final version must be submitted in Week 8. Research committee will award final points

Committee proposal

feedback: accepted, accepted

with changes, or not accepted

Committee proposal

feedback: final, final with

required changes

according to the Capstone Portfolio rubric.

Capstone Research Report Requirements and Grading Requirements and Expectations Following are required elements of the Capstone Research Report:

APA format and writing style standards o CSU-GC Capstone APA standards o Absence of bias o Clear and concise writing o Errorless spelling, grammar, and sentence structure o Errorless APA formatting o Credible sources o Accurate citations and references o Length of 15-25 pages not including title page, executive summary, TOC, references, or

appendixes o Double spaced

Executive summary – topline form. Maximum two pages.

Table of Contents – Capstone Research Template

Chapters with proper labels and headings – see detailed table below o Chapter 1: Introduction o Chapter 2: Literature Review o Chapter 3: Methodology o Chapter 4: Findings o Chapter 5: Interpretation and Conclusion

One graphical data display - Chapter 4

Financial analysis - Chapter 4 or Chapter 5 o Required for Master of Science in Management o Optional for Master of Science in Organizational Leadership

References

Appendixes

Portfolio Project Grading Rubric

Criteria Meets Expectation Approaches Expectation

Below Expectation Limited Evidence

Overall Content (30 Points)

13-15 Points 10-12 Points 7-9 Points 4-6 Points

Requirements The Capstone research report includes all of the required components, as specified in the assignment.

The Capstone research report includes most of the required components, as specified in the assignment.

The Capstone research report includes some of the required components, as specified in the assignment.

The Capstone research report includes few of the required components, as specified in the assignment.


Content Demonstrates strong knowledge of the materials; correctly represents knowledge from readings and sources; all content is supported.

Some but not major errors or omissions in demonstration of knowledge.

Major errors or omissions in demonstration of knowledge.

Fails to demonstrate knowledge of the materials.

Research Process Components (100 Points)


Executive Summary

Summarizes all major aspects of the research process and demonstrates strong knowledge of the content.

Some significant but not major errors or omissions in executive summary.

Major errors or omissions in executive summary.

Fails to effectively construct executive summary.


Management and Research Questions

Questions demonstrate a clear, concise and accurate understanding of the business problem to be investigated.

Some significant but not major errors or omissions in management and research questions.

Major errors or omissions in management and research questions.

Fails to construct effective management and research questions.


Problem Statement

Demonstrates a strong knowledge of the components of a problem statement; clear and concise writing with no unsupported content.

Some significant but not major errors or omissions in understanding or construction of a problem statement.

Major errors or omissions in understanding or construction of a problem statement.

Fails to demonstrate understanding or ability to construct a problem statement.


Theoretical Framework:

Demonstrates strong critical

Some significant but not major

Major errors or omissions in critical

Fails to demonstrate

Application thinking in applying theoretical framework to research design, analysis, interpretation and recommendations.

errors or omissions in critical thinking.

thinking. critical thinking in applying theoretical framework to research design, analysis, interpretation, and recommendations.


Literature Review Demonstrates strong knowledge of the materials; correctly represents and presents knowledge from readings and sources.

Some significant but not major errors or omissions in demonstration of knowledge.

Major errors or omissions in demonstration of knowledge.

Fails to demonstrate knowledge of materials.


Research Approach Design Strategies

Demonstrates strong critical thinking in research approach design strategies, application, and presentation.

Some significant but not major errors or omissions in critical thinking.

Major errors or omissions in critical thinking.

Fails to demonstrate critical thinking in research approach design strategies, application, or presentation.


Findings Demonstrates strong critical thinking in assessing and presenting the Capstone research

Some significant but not major errors or omissions in critical thinking or support of content.

Major errors or omissions in critical thinking or support of content.

Fails to demonstrate critical thinking in assessing and presenting the Capstone research

report findings; all content is supported.

report findings; content is not supported.


Interpretation and Conclusion

Demonstrates strong synthesis of course knowledge and evaluation of research findings.

Some significant but not major errors or omissions in synthesis or evaluation.

Major errors or omissions in synthesis or evaluation.

Fails to demonstrate synthesis of course knowledge or evaluation of research findings.

Common Core (20 Points)

5 Points 4 Points 3 Points 2 Points

Critical Thinking Applies critical thinking and reasoning skills for effective analysis.

Small number of significant but not major flaws or omissions in application of critical thinking skills.

Includes major flaws or omissions, or numerous minor flaws, in application of critical thinking skills.

Critical thinking and reasoning skills are absent or ineffective.


Ethics Prescribes actions to effectively address a variety of ethical situations that support social responsibility.

Small number of significant but not major flaws or omissions in prescribing actions to address ethical situations.

Includes major flaws or omissions, or numerous minor flaws, in prescribing actions to address ethical situations.

Prescription of actions to address ethical situations is absent or ineffective.


Leadership Demonstrates effective leadership and teamwork skills.

Small number of significant but not major flaws or omissions in demonstration of leadership and teamwork skills.

Includes major flaws or omissions, or numerous minor flaws, in demonstration of leadership and teamwork skills.

Demonstration of leadership and teamwork skills is absent or ineffective.


Technology Selects current technology applications and

No more than small number of minor flaws or omissions

Includes major flaws or omissions, or numerous minor

Selection of current technology applications is

applies to specific problems and challenges in the work place and professional skills.

in selection of current technology applications.

flaws, in selection of current technology applications.

absent or ineffective.

Mechanics and Writing (50 Points)


Academic Writing Style

Writing is clear, concise, and understandable; strong sentence and paragraph structure; no unsupported comments or bias is noted.

Small number of significant but not major errors in academic writing style.

Major errors in academic writing style

Poor quality; does not conform to academic writing style guidelines; does not meet program expectations.


APA Format Includes all items listed on APA rubric and includes fewer than two APA style guide mistakes within the paper itself.

Omits up to two items listed on APA rubric and includes fewer than four APA style guide mistakes within the paper itself.

Omits up to four items listed on APA rubric and includes fewer than six APA style guide mistakes within the paper itself.

Omits five or more items listed on APA rubric and includes seven or more APA style guide mistakes within the paper itself.


Grammar, Spelling, and Word Choice

Few or no errors in grammar and spelling; precision in words to convey meaning.

Small number of significant but not major errors in grammar, spelling, or word precision.

Major errors in grammar, spelling, or word precision; does not meet program expectations.

Poor quality; unacceptable in terms of grammar and/or spelling; Inappropriate writing style that interferes with clarity.

Total points possible = 200

Total points possible with three committee member reviews = 600

APPENDIX

I. Capstone Research Overview Table

General Research and Detailed Education Research Process

Capstone Scope Capstone Tools

General Research Process Phase 1: Identify a problem and pose a question to answer

Educational research concepts and designs are in scope for the OTL599 Capstone research processes within the limitations established below.

Stage 1: State an educational dilemma and clarify the research question

Problem exploration should move from descriptions of symptoms of an educational problem to well articulated, specific education-oriented questions An education question and research question are required in the OTL599 Capstone research report. Research questions help to sustain focus throughout the research process.

Formulating the Research Question Worksheet

Stage 2: Propose research with attention to resource availability (budget and time), education importance, and clear documentation of the problem, intent, design, and method of presentation

The Capstone research proposal encompasses Chapters 1, 2, and 3 and is presented in the Capstone Research Report template form.

Chapter 1: Introduction Introduction and Background Problem Statement Purpose and Research Questions Theoretical Framework Audience Summary

Chapter 2: Literature Review Introduction Definition of Terms Research Problem and Questions Information Theoretical Framework Information Summary

Capstone Research Report Template Capstone Problem Statement Worksheet Formulating the Research Question Worksheet Literature Review Decision Worksheet

General Research Process Phase 2:

Determine where to find data related to the problem and collect data

Stage 3: Design the research project specific to the problem to outline methods of data collection, analytical techniques, timelines, research training needs, and many other variables

A quantitative, or confirmatory, overall research approach is not used in Capstone research studies. Research designs may include quantitative, qualitative, or mixed methods in the collection and analysis of research data. Data collection in Capstone research is limited to quantitative and qualitative published data, published research studies, nonbehavioral observation, and voluntary, informal consultation with a qualified resource. Data collection does not include primary data retrieved through such methods as sampling, formal interviewing, focus groups, and group interviews. Data to be analyzed in the Capstone research process come from existing research and/or published data.

Chapter 3: Methodology Introduction Research Design Strategies --Research Approach --Research Design Type --Theoretical Framework Relevance --Data Collection --Data Analysis Research Limitations Summary

Capstone Research Design Worksheet

Stage 4: Collect and prepare either or both secondary data or primary data

Only secondary data are used in the Capstone research study.

General Research Process Phase 3: Review the data and present an answer to the question

Stage 5: Analyze and interpret data in a form that an administrator will be able to use

Capstone research analysis may include such methods as preliminary exploratory analysis, comparative analysis, cluster analysis, and meta-analysis for example. Statistical analysis from primary data is not used in the Capstone research process. A data display such pie chart, pictograph, simple column, mirror image bars, boxplot, scatterplot, pareto diagram, table, or mapping is required in the Capstone research report.

Chapter 4: Findings Introduction Findings Summary

Chapter 5: Conclusions Research Problem Summary and Conclusions Relationship of Findings to Research Questions Recommendations --Decision Making Implications --Future Research Summary Capstone Research Conclusion

Stage 6: Report the results according

to the administrator’s needs; at a minimum should include an executive summary, an overview of the research process, action plans or implementation strategies, and appendixes with more detailed information

The Capstone Research Report is developed using the following report style including:

Executive summary

Introduction

Literature Review

Methodology

Findings

Conclusions

References

Appendixes

Capstone Research Report Self-Assessment

II. Capstone Problem Statement Worksheet

Name ________________________________________

Research Topic: Type your topic here: Problem Statement

The problem that this capstone project will

address is…

Statement of Topic Guidelines:

The topic is a broad subject. The topic is not

the problem to be solved; that comes later.

Example: Teacher Training

Please include the organization and industry that are

the focus of the topic. Example: ABC School District,

Elementary Teachers

Problem Statement Guidelines:

To ensure that the problem statement

is well grounded, answer:

Who? (Organization name?)

Where? (Where is the organization for

the study?)

When? (When did the problem start

and how long has the problem existed?

Use data; be exact.)

How? (How do you know that this is a

problem? How can you measure or

quantify this problem?)

Why? (Why is this a problem? Why

should we care? Why is this relevant

and worthy of study?)

What? (What is the real world problem

to be addressed? What is the

management question? What is the

research question?)

For whom? (For whom is this a

problem? Identify the impacted

stakeholder groups.

Example: There is a teacher training

issue within the [Who] ABC school

district [Where] located in NM.

[When] During the 2011-2012

academic year $660,000 was spent on

teacher training This is problem [Why]

Educational Dilemma/Problem: Type your

problem here:

Place the anchor statistic here:

Research Problem Guidelines:

Ask: how do you know that this is a

problem? Data tells us that there is a

problem.

Include at least three statements that

include statistics, metrics, etc. from three

different sources.

Example: The cost of teacher training for

1200 teachers in ABC District is $550 per

teacher per year, for a total of $660,000.

(Name, 2010).

Example: Teacher job satisfaction at ABC

School district decreased by 30% over the

24 months beginning in October of 2008

(XXX survey results, 2009).

Example: According to Name (2011), the

number of teachers entering the teaching

profession experienced a 10% decrease.

Ask: are these statistics symptoms or are

they the problem?

Identify a statistic from the data that will

“anchor” your position. This is statistic that

you can come back to over and over as you

move through the research and writing

process.

Example: The cost of teacher training can negatively

impact the school district’s financial stability. Anchor

statistic: The cost of teacher training for 1200

teachers in ABC District is $550 per teacher per year,

for a total of $660,000. (Name, 2010).

because the results of teacher training

surveys indicates that 73% of the

teachers attending training sessions

indicated that the sessions did not

instruct them in the areas in which the

training was focused.

Stop to consider: Reflect, Analyze,

Critique:

Is the real problem simply the

ineffective teacher training or

the impact that the cost of

teacher training has on the

district?

How do you know this is a

problem? [Anchor statistic]

According to 2012 ABC School district annual

report, the cost of teacher training is over

$650,000.00 per year, an amount which is no

longer sustainable to the district. As a result,

the purpose of this Capstone research will be to

study the impacts that the cost of teacher

training may have on the ABC school district as

this will impact the annual budget and

distribution of funds for the academic year.

Further, this capstone research study will

present options to resolve teacher training and

costs associated with recommended options.

Type at least 3-5 sentences that supports

the problem statement here:

Purpose for the Research

Type the purpose here:

Purpose for the Research Guidelines

What do you want to find out? What do

you want to do?

Example: Study the impacts of the cost and

effectiveness of teacher training in ABC School

district. Determine how to reduce financial impacts.

Research Questions

Type at least two research questions here:

Management and Research Question

Guidelines

What is the question that the school

administrator wants answered?

Example: What should be done to

improve the teacher training that is

negatively impacting the school

district’s financial status?

What is the question(s) that the

research study will investigate

Example: RQ1: What are the relevant

aspects of teacher training currently

affecting the financial status of the

district?

RQ2: What determines the high cost of

teacher training?

RQ3: What alternatives are available in

the area of teacher training?

RQ4: What are costs associated with

alternatives to teacher training?

Theoretical Frameworks

Type the theory upon which you will frame

your study here:

Theoretical Frameworks Guidelines:

From the entire course of study (Online

Teaching and Learning) what theory sets or

concepts are relevant to this problem? The

theoretical framework defines the scope of

scholarly work related to this action

research problem.

Example: Andragogy, behaviorism, constructivism,

control theory of motivation, etc)

Audience

Type the audience here:

Audience Guidelines:

Audience that will benefit from the Action

Research: Individuals, groups, associates,

professions, etc.

Example: school and district

administrators, teachers, students.

III. Formulating the Research Question Worksheet

1. Discover the Educational Dilemma

1a. Exploration

2. Define Education Question

2a. Exploration

3. Define Research Question(s)

IV. Literature Review Decision Worksheet

Education Problem

Example: The problem that this capstone project will address is the high cost of teacher training.

Research Question #1 Example: What are the relevant aspects of teacher training that are currently affecting the financial status of the school district?

Research Question #2 Example: What are the causes of

high cost ineffective teacher training?

Research Question #3 Example: What interventions

are available to improve teacher training?

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Review and reflect upon the educational and research questions. The Literature Review is not intended

to answer the questions but to identify background data and content that serves to define terms,

systems, processes, and theory associated with the questions.

V. Capstone Research Design Worksheet

Education and Research Design

Questions

Research Approach

Research Design

What should be done to teaching training as it relates to the financial cost to the district?

Confirmatory or Exploratory Justification of choice with citation

Data Gathering Strategies

Example: District records, professional journals, educational association web sites

RQ1: What are the relevant aspects of teaching training currently affecting the financial status?

Data Preparation Strategies

Example: Coding, categorizing

RQ2: What are the causes of the high cost of teacher training?

Data Analysis Strategies

Example: Comparative analysis, meta-analysis

RQ3: What interventions are available to reduce turnover?

Data Presentation Strategies

Example: Charts or graphs to indicate findings of independent and dependent variables.

Other

Begin populating the worksheet with the education and research questions. Review the problem and

questions to determine whether the research approach is confirmatory or exploratory. Choose research

design strategies associated with either the confirmatory or exploratory approach. Capstone research is

limited to using an exploratory approach with attendant research design choices.

VI. Capstone Research Report Self-Assessment

Assessment Items Researcher Comments and Actions

APA CSU-GC format standards are met throughout

Writing is clear and concise

Errorless grammar, spelling, and sentence structure

No bias or opinions

All sources are cited

Errorless APA formatting

All sources come from credible sources

The Capstone Research Report Template is used

Executive summary is completed in maximum two pages

Title page, running head, numbering, font, size, line space conforming

Each chapter (1, 2, 3, 4, 5) includes an introduction that opens with the problem and purpose and objectives for that chapter

Each chapter (1, 2, 3, 4, 5) includes a summary that highlights the major points of the current chapter and introduces the next chapter

Each chapter (1, 2, 3, 4, 5) contains all required sections with proper headings

A financial analysis is included in either chapter 4 or chapter 5

Required for Master of Science in Management Optional for Master of Science in Organizational Leadership

Tables and figures are properly labeled and described

A separate APA formatted reference page is included; all citations are included in the reference list; no item is in the reference list that is not cited

Appendixes are included with proper labeling and Table of Contents listings

The Capstone Research Report Self-Assessment allows students to ensure that all major aspects of the

report are completed.

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