global scholars capstone project ideas

Global Scholars

Developing Responsible Citizens with Global Perspectives

Student Capstones

2018 2019 2020

What is the Global Scholars Capstone?

Beginning in second semester junior year and during your senior year, you will design and complete a capstone project, which addresses a global issue relevant to today’s world. Finished capstone projects can take many forms, from traditional research papers or presentations to service-based activities or art projects. We call this component the “deliverable.” All deliverables are expected to be rooted in research and analysis. Through your capstone, you will demonstrate initiative, confidence, mastery of academic skills, and global competence. Capstone projects are student-directed: students choose teh topic topic, design the deliverable, and conduct research independently. Their work is supported by a GS advisor and a faculty mentor. 

What are the goals of the Global Scholars Capstone?

The capstone process has four big goals, which correspond to core global competencies (based on the competencies developed by the Center for Global Education at the Asia Society):

• Investigate the World: Use knowledge of context (historical, cultural, political, environmental, social) to understand global issues and demonstrates mastery of research skills to obtain information about global issues.
• Recognize Perspectives: Articulate understanding of diverse cultural rules and biases (including own) and demonstrates awareness of multiple perspectives.
• Communicate Ideas: Directly address significant issues in the world beyond local community and provides insights that help audience understand these issues.
• Take Action: Produce complete and polished “deliverable,” which demonstrates global competence, information literacy, and synthetic skills.

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Yale Young Global Scholars

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Yale Young Global Scholars emphasizes an open, exploratory, and collaborative approach to learning. Our program is designed to allow students to experience learning in a variety of different university contexts, from large lectures to small seminars, and even the spontaneous learning that happens outside the classroom in conversations with one another.

• With no grades or course credit , YYGS encourages students to approach all aspects of the program creatively with the understanding that they set their own limits. Students receive an electronic certificate of completion at the end of the session.
• The diverse and inclusive community at YYGS enhances learning by inviting students to analyze issues from multiple perspectives. Living and learning alongside peers from around the world allows students to broaden their own world views by learning about countries and cultures they have never encountered before.
• Explore Yale by living on campus and taking advantage of opportunities that the Yale community offers.

The curriculum ties together all YYGS sessions and is the foundation of the academic program. Students work with a different group of peers and learning contexts, which allows for a wide range of peer-to-peer interaction. These learning contexts include:

Capstone Projects

• Tree and Forest Growth Trends in The Ecoregions of North America , submitted by Kylee McFarland ‘22 , and advised by Laurel J. Anderson, Ph.D. , Morris Family Professor of Natural Sciences. McFarland aims to investigate how the forest biomass, standing dead trees, and live trees have changed over eight years in each region. By examining how these key factors have shifted, McFarland hopes to gain a deeper understanding of the region's ecological health and the impact of these changes on the surrounding environment. Ultimately, this research will provide valuable insights into the forests' ability to function and provide essential services to the ecosystem and human health.
• Female Chemists from Around the Globe is a project that highlights the contributions of women in the field of chemistry throughout history. The interactive map, created by Lauren Barnes ‘22 and advised by Heather Grunkemeyer, Ph.D. , associate professor of chemistry, showcases the accomplishments of female chemists from different countries and time periods. This project is valuable because it sheds light on the significant contributions of women in science, despite facing historical barriers to their participation. By recognizing the achievements of female chemists, this project can inspire future generations of women to pursue careers in the field and contribute to further advancements in chemistry and related scientific areas.

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Capstone Projects

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Global Studies Capstone Projects are a work of original scholarship which synthesizes a student’s major disciplinary training, interdisciplinary perspectives, diverse data, knowledge gained from intercultural and collaborative experiences, as well as insights from a student’s biographical background – all through the innovative applications of language, culture, and technology.

In the GLST seminars, students draw directly on the specialized knowledge and skills they gain through studies in their major(s) to bring them into broader conversations about cross-cultural and transnational events and ideas through their exploration of a “target culture” (or abroad site).

Through GLST coursework students relate the full range of their academic and personal background and interests, in ways that recognize the critical role of personal identity to further enhance.  The end product of a student's engagement in the GLST sequence and the globalized educational experience is a research-focused, multimodal, analytical Capstone project that reflects a student’s academic focus, personal interests, and career goals.

Students are strongly encouraged to develop projects which can be useful in multiple ways and which can serve as bridges to future objectives and career options. The Global Studies Capstone Project is published on online platforms which are visually appealing and engaging, and which can be easily showcased.

Featured Global Studies Capstone Projects:

Capstone: the relationship between italian culture and the mental health of nurses in the time of a pandemic, capstone: the effect of female genital mutilation on women and their communities in east africa, capstone: cute girls and soft power: akb48’s role in japanese pop cultural diplomacy at home and abroad, capstone: ñeha’ãmbarete: the survival of an indigenous language in paraguay, capstone: mukbang: an investigation into the cultural implications of and psychological reasons behind the korean mukbang phenomenon, capstone: ecotourism in costa rica, capstone: eating disorders in u.s. college campuses, capstone: tourism and public health: the case for thailand, capstone: shining light on the effects of renewable energy in tanzania, capstone: the power of music: a look at revivalism in scotland, capstone: la vita e bella: femicide in italy, capstone: preservation and conservation of historical buildings in paris.

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Last Updated: 5/4/22

Students Making an Impact: Global-Scholar Programs in the Midwest

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Editor’s Note: Across the country, states are offering high school students the opportunity to pursue a global certification along with their diploma. Annette Cowart, i nternational studies adviser, Midwest & Colorado at CIEE , shares examples of students working toward these certifications.

For teens, exploring a new culture, language, or a unique set of traditions or researching a global issue from diverse perspectives can be exciting, even admirable. It demonstrates a curiosity for how others live, cultivates empathy, and leads to problem-solving discussions.

In Illinois and Wisconsin, high school students may select global education tracks to earn a state-sanctioned global-scholar certificate on their transcripts. This distinction is becoming a coveted feather in the caps of Generation Z students about to embark on college and career.

Beyond the recognition, the real draws for civic-hearted youths emerging on the global scene are:

• to engage in a focused, guided global inquiry
• to follow their passions and share their talents
• to develop soft skills
• to test their agency while creativity and idealism are burgeoning
• to understand and empathize with fellow human beings or groups, especially where human rights, equity, and inclusion are at risk
• to act with awareness and conviction on the U.N. Sustainable Development Goals (SDGs)

Profiles of Global Scholars

Shorewood High School, Wis.

Seniors Lillian (right) and Lorlei (left) are Global Education Achievement Certificate (GEAC) scholars at Shorewood High School. Lillian plans to study international affairs in college, with a focus on environmental policy, climate change, and Mandarin Chinese. Returning from her first immersion experience in China recently, Lillian became interested in improving water quality in rural China, looking at how contamination affects wildlife in the Yangtze River. Her GEAC work has expanded her views of the world and allowed her to examine new places. She and her Chinese host sister stay in touch regularly using WeChat.

Lorlei began her senior year in fall 2018 after returning from a summer abroad experience in Japan, fulfilling some of her world-language and global-collaboration requirements for the GEAC. The experience ushered in a new awareness of global issues in Asia, allowing her to immerse in a language not offered by her high school and inspiring creative thinking about how she could contribute to the world.

Post Japan, Lorlei tutors her teacher’s daughter in Japanese and leads the critical-thinking component of her literary book circle at school, recently choosing Nothing to Envy: Ordinary Lives in North Korea , by Barbara Demick for discussion.

“Without my study abroad with CIEE in Japan, I may have stayed purely academic and decided to major in engineering,” she said. Now, she plans to major in political science and focus on the global implications of artificial intelligence in her studies and civic action.

Fednise (second from right), a junior originally from Haiti, was adopted at the age of 7, before the earthquake in Haiti. In 2017, she and her younger sister went back to see their older sister and mom. The damage and suffering that persisted seven to eight years after the earthquake greatly affected her family and others. This saddened her and spurred her to hold this conviction:

“I will work really hard to help fix the lasting effects of the earthquake. I will not stop at Haiti, though, because I know there are other countries out there that are poor. I will make sure to help them in any way I can.”

Fednise chose to work toward the certificate because of her love of languages and travel. Currently, she is studying French and went to France in the summer of 2017. She says as long as she is working in an area where she can help people—possibly in the health-care field as a physician for Doctors Without Borders — she will be happy.

Plymouth High School, Wis.

In his global-studies class, Owen and his classmates covered topics such as global poverty, homelessness, U.S. genocide, and World Toilet Day , which examines sanitation. These classes are designed “to make students more culturally and socially adept,” he says. For example, a visiting nurse spoke about her experiences working beside terrorists and paramilitaries in Iraq, profoundly touching Owen.

This past year, in fulfilling the GEAC community-service component, Owen has been teaching English to refugee families from Myanmar in Sheboygan, Wis. With his family, he organized a semester abroad in Latvia, living with his grandparents, exploring his heritage, practicing his second language, and making new friends.

Owen plans to study physics and minor in Spanish. He’d definitely like to study abroad in college and is fascinated by countries in the Arab World—specifically Egypt and Morocco.

Naperville Central High School, Ill.

Inspired by her own, rich service-learning experiences in the Dominican Republic, senior Laasya (second row left) chose to research the effectiveness of service-learning volunteer organizations in Haiti to culminate her work for the Illinois Global Scholar (IGS) Certificate .

Laasya’s capstone project centered on identifying implementation shortfalls in NGOs doing community development in Haiti. During the research narrative preparation, Laasya explored context around this issue, including socioeconomic and geopolitical as well as environmental factors. Like her classmates, she worked on evolving iterations of the narrative, was coached one on one by her capstone teacher, received regular peer feedback, and enlisted the guidance of two global experts. A significant influence on her capstone journey was Haitian journalist Jonathan Katz’s perspective and book, The Big Truck That Went By , about the negative unintended consequences of global aid.

Laasya’s artifact (a required deliverable of the Illinois Global Scholar Program) is a website called AID COMPASS, a navigator tool for high school students looking for ethical service opportunities in Haiti. In addition to providing cultural context, volunteer tips, and a chat box, Laasya rates NGOs on their learning, transparency, sustainability, cultural integration, and level of community participation.

A key conclusion came from her growing understanding of what many have called “The Western Savior Complex.” She says, “There is complexity to [a given community need], and working on one issue might require working on many others first. For example, instead of building a health clinic first, work on the infrastructure—the road, the well, building and engaging community, and an organization mission.” This will enhance the effectiveness of the clinic. Laasya hopes to study economics, with a focus on foreign aid and a minor in sustainability. If she could study a new context, she’d choose somewhere in sub-Saharan Africa.

The capstone topic for Olivia (center) addressed barriers for South Sudanese girls to enrolling in and completing their secondary education. Her research first reviewed South Sudan’s fragile state context and examined gender-gap factors, including lack of female teachers, early marriage, reproductive rights for women, and sanitation.

Narrowing her focus with the help of her teacher and global experts, Olivia landed on sanitation discrimination against girls, who may simply never enroll, or, if enrolled, may miss up to a week of school per month due to lack of adequate facilities, funding, or products for girls during their periods. Improving sanitation options for girls was the area where Olivia felt she could contribute the greatest impact with her video artifact .

The goal of the video is to help girls prevent interruption of their education by instructing girls how to make a homemade pad and sharing menstrual cup product alternatives. Excitingly, Olivia’s video will be deployed to girls served by over 200 grassroots local, national, and international NGOs as part of an upcoming forum put on by the Women’s Advancement Organization in Juba, South Sudan.

Olivia wishes to study either international relations or public policy with a focus on education or post-conflict development.

Building Agency

Whether through study, active listening, perspective sharing, immersion, or active membership in a new community, global scholars can expand their networks and contexts by which to experience the impact of their ideas and actions.

In Illinois, the actionable artifact in the capstone class helps students develop agency. As part of their research and engagement, students practice real-world cross-cultural communication toward understanding their chosen global issue. They experience the obstacles and misunderstandings that can occur and learn to navigate the field to see who responds to them and what might bring fruitful collaboration. They experience rabbit holes as they wrap themselves around their inquiry; they might run with an idea straight into a brick wall, change course, fail again, and regroup several times before settling on their final artifact. They face deadline pressure, critical feedback from global experts, and growth through reflection writing and sharing. Laasya and Olivia admitted to sweating out the stages leading up to their final project artifacts and were rewarded in the end, they said, by sharing their challenges, discoveries, and successes in their final presentations.

School Adoption for Global Scholar Tracks/Certificates

Since 2013, the GEAC curriculum has been adopted at over 85 schools with close to 100 certificates earned to date in Wisconsin. 2018 was the first year Illinois graduated global scholars at four high schools: Naperville Central, Naperville North, Belleville West, and Belleville Township East. Nine more Illinois high schools will start new cohorts during the 2019-20 academic year, with a goal to have 25 school adopters by 2022.

Schools that want to consider adopting the program in Illinois or Wisconsin usually form global-scholar committees consisting of teachers, administrators, NGOs, and sponsoring organizations that take about a year or so to collaborate and create a working-group process. They explore feasibility , build from existing globally focused curricula, contribute to online teaching modules, create student-tracking interfaces, leverage global student clubs and local NGOs for community-service projects, partner with study-abroad organizations, and investigate components unique to their community, such as the literary circles at Shorewood, the high school portfolio system at IGS - Libertyville High School , and IGS - Vernon Hills High School , the spring activism fair at Vernon Hills High, and the global-issue conversations with schools in the U.K. and Ukraine at Naperville Central. Statewide projects such as the Illinois Waterway Cleanup program, which includes this toolkit , also promote group solidarity toward the SDGs.

Resources to Get Started

To learn more about global-certificate programs:

• See this piece on why states, districts, and schools should implement a program.
• Visit GlobalEdCertificate.org to see if your state or district may already offer one.
• To grow student interest and buy-in, check out the Asia Society’s mapping tool for state and local data on global commerce and jobs.
• Asia Society also provides talking points on the importance of global education.
• This recent TED Talk on SDG Progress with George Green and his Social Progress Index can also be helpful to reveal trends and spark further reflection and resource generation.
• For your classroom, this Teach the SDG Link can be a great starting point for global conversations.

Connect with CIEE and the Center for Global Education on Twitter.

• Photo Credit: Annette Cowart Caption: Shorewood High School Students Lorlei and Lillian share GEAC Feedback with Annette Cowart

Photo Credit: Amanda Paule Caption: Fednise and her friends on exchange in Rennes, France.

Caption: Students share progress in their capstone class at Naperville Central High School.

• Photo Credit: Seth Brady, Social Studies Teacher, Naperville Central High School Caption: Students in their capstone class at Naperville Central High School.

The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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The Illinois Global Scholar Capstone Assessment requires students to investigate a global issue or concern connected/related to one or more academic disciplines. To do this, the student must first develop a compelling and actionable question that addresses a global issue or concern.  A student will then research/investigate the question, draw conclusions, and develop a solution that is supported by research. Finally, the student will communicate with and receive feedback about his or her solution from a stakeholder who has firsthand knowledge and experience with the global issue or concern and use this feedback to take action to affect positive change.

In order to earn the Illinois Global Scholar Certificate, students must earn a score of “pass” on the Global Scholar Capstone Performance-based Assessment using the scoring criteria defined by the Illinois State Board. 

In the process of completing the capstone project, students will:

• Develop compelling questions and plan inquiries.
• Communicate ideas effectively with diverse audiences.
• Translate their ideas and findings into appropriate actions to improve conditions.
• Engage in appropriate and informed actions to address or potentially improve conditions based on analysis of a global issue/concern.

What Students Will Do (Process)

What students will make (products).

Students will complete two products: (1) a written narrative describing the entire experience and (2) documentation that presents the artifact and provides proof that steps 1-7 were adequately completed.   The student can divide the narrative using subheadings that correspond to each of the seven required steps, but the narrative document should be submitted as a complete document.  Because the documentation folder will likely include a variety of media, it should be submitted on a flash drive or google folder.

Scoring the Illinois Global Scholar Performance-based Assessment

School districts will utilize specific criteria and indicators s to score the Global Scholar Capstone Performance-based Assessment. These scoring criteria may be amended from time to time.  A current list of these indicators is available at the Illinois State Board.

Access to Illinois Global Scholar Capstone Performance-based Assessment Task Description and accompanying scoring matrices will be published soon.  If you would like to see an advance copy, contact [email protected]

Florida State University

FSU | Center for Undergraduate Research and Academic Engagement

Center for Undergraduate Research and Academic Engagement

Division of Undergraduate Studies

Global Scholars Program

The FSU Global Scholars program offers a unique opportunity for undergraduate students to engage with critical questions about social impact, social justice, and social change through a combination of academic, classroom-based learning as well as independent research, internship, and/or service-learning experiences .

This program is currently recruiting the 2025 cohort!  Read the description of the program below for more information and to learn about how to apply!

Program Description

The Global Scholars program provides students with guidance and support as they pursue their own student-designed learning experiences .  In the context of this program, ‘student-designed experiences’ might include:

• An online internship with a social impact organization (in the US or abroad)
• An in-person internship with a social impact organization (in the US or abroad)
• A self-directed research project focused on a social issue of your choosing in your local context

While the program does support international travel, students can opt to alternatively complete an experience remotely or within the US. T he program then retains its strong ‘global’ focus by helping students situate their internship and research experiences in relation to broader global issues, interconnections, and histories.

The Global Scholars program does not directly sanction these student-designed learning experiences. Rather, the Global Scholars Program provides peer community, mentorship, curriculum, and a structure for ongoing intellectual inquiry as students pursue experiences that align with their own interests, goals, budgets, and timelines. As such, the program provides a uniquely accessible and affordable pathway through which FSU students can engage with independent opportunities for learning and professional development.

Deadlines, Costs, and Application Details

The total fee for participating in this program will be the cost for 2 credit hours, one respectively for the theory and reflection courses, as well as any costs associated with the respective experience. FSU will offer experiential grants to projects based off of applicants' need. For example, Global Scholars may be awarded the Global Peace Exchange (GPE) Fellowship and receive up to $1000, provided they are:

• Working towards a major or minor within FSU's  College of Social Science and Public Policy (COSSPP)
• Planning an international service-learning experience  in the Global South  to be completed as their independent, summer experience

In any case, these grants will be able to offset costs associated with students' independent experiences.

Other fees, such as external program fees (depending on your choice of summer experience) and cost of living, must be paid by the Global Scholar. The theory course will focus how to develop a budget to make sure that Global Scholars are aware of these costs.

Upon completion of the program, students will receive 0-1 academic credit for the theory and reflection courses. During the summer, students may earn additional credit (up to 6 credits) in the form of Internships or Directed Independent Study. Additionally, if approved through the university's Experience Recognition Process (ERP), students can use their experience for the formative experience requirement for graduation.

Sample application process:

September 7th:  Applications Open October 7th-26th: Info Sessions for Interested Applicants (see details above) November 7th (at 11:59pm): Application Deadline     November 19th: Accepted Global Scholars notified     November 28th: Remote Info Session for accepted Global Scholars     December 9th: Confirmation date for students’ place in programs

Program Elements

The program consists of a theory (spring) course and a reflection (fall) course, both of which are hybrid courses and explore the ethical and political complexities of attempting to ‘do good’ or ‘help others’ while crossing significant differences of culture and power. The program also introduces students to qualitative, community-based research paradigms and provides space for reflecting on larger questions about power, privilege, inequality, and diversity. Between these courses, students are asked to put these ideas and skills into practice through a (Summer) experience. 

The Global Scholars program combines the following core elements:

• Peer-to-peer learning and personalized mentorship from Global Scholar Ambassadors (GSAs)
• Curriculum 'concentrations' in thematic areas including Education & Social Change, Global Health, Environmental Justice, Disabilities in Global Context, Human Rights, Migration & Borders, and Social Entrepreneurship & Innovation
• Periodic webinars and group calls to support community-building and critical reflection
• Ongoing dialogue and contemplation about your own location within global flows of power and resources — and the implications of this positionality within the context of current events and your current life trajectory  
• Support for designing and executing a student-designed learning experience which becomes the basis for your digital storytelling and final digital portfolio
• Digital storytelling to document ongoing reflection throughout student-designed learning experience; eventual creation of a digital portfolio to share with loved ones as well as future employers or admissions officers

Global Scholar Participant Testimonials

Being a global scholar is defined by more than just the courses and meetings in this program, it’s how you will recognize that these concepts are rooted in your daily life. This program has changed my day-to-day perception of the environment around me. I encounter situations from a deep, impactful, and particularly introspective viewpoint.      -Sara Bouhamid ( Psychology Junior, 2022 Cohort)

I really liked everything we learned about because it helped me better understand what ethical community engagement looked like and how to have a meaningful experience abroad while working within my qualifications.      -Elissa Bell ( Biology and Computational Sciences Junior, 2022 Cohort)

In the Global Scholars Theory Course I liked the discussions in class and the material about community and cultural engagement was useful in preparing me for my experience.      -Rachel Silverboard ( International Affairs Junior, 2022 Cohort)

I liked how we all had different GSA groups to be a part of and how we discussed different topics within those groups. It was easier to get to know people and see their opinions on issues.      -Fiona Giardino ( Public Health Junior, 2022 Cohort)

Potential Ideas for Global Scholar Experiences

Global Scholars make plans for their summer experiences during spring. Students are free to design their experiences as they see fit, as long as they fit within FSU's wider policies. Additionally, students learn about travel safety and how to develop a budget for their experience during the spring course. With this in mind, the Global Scholars program offers students a wide range of resources for identifying opportunities for student-designed learning experiences, which might include:

• A project with one of FSU's RSO’s focused on social impact work
• Student Conservation Association
• Omprakash ’s remote opportunities (a network of grassroots social impact organizations in over 45 countries around the world, working in fields including education, health, human rights, migration, sustainability, and social enterprise)
• Opportunities provided through FSU’s International Programs (such as study abroad opportunities or independent internships
• Independent projects (such as those granted by Summer Research , IDEA Grants , or those found through FSU’s Office of National Fellowships )
• Volunteering at Intercultural/Global FSU programing (such as International Cafe , English Conversation Club , or English Conversation Partners )
• Relevant professional training (such as FSU-CIES TEFL Program , HSC Physician Assistantship Certificate , or those found through FSU’s Career Center )
• Other opportunities offered through FSU’s Career Center
• Opportunities found through the Center for Leadership and Social Change
• Opportunities offered through the Student Opportunity Network

It should be noted that if a student does not know what they want to do before the program (or if those plans change), it is ok. Developing the ideal experience for their situation is part of the Global Scholars process and a major component of the spring theory course.  

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A global health capstone: an innovative educational approach in a competency-based curriculum for medical students

Stacey chamberlain.

1 University of Illinois Chicago Center for Global Health, 1940 W. Taylor St., 2nd floor, Chicago, IL 60612 USA

Nicole Gonzalez

Valerie dobiesz.

2 Brigham and Women’s Hospital, Harvard Humanitarian Initiative, Harvard Medical School, Boston, MA USA

Marcia Edison

Stevan weine, associated data.

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated four classes. As part of the four-year curriculum, students complete a longitudinal global health capstone project. This paper describes the global health capstone project as an innovative educational tool within a competency-based curriculum.

The authors define and describe the longitudinal global health capstone including specific requirements, student deliverables, and examples of how the global health capstone may be used as part of a larger curriculum to teach the competency domains identified by the Consortium of Universities for Global Health. The authors also reviewed the final capstone projects for 35 graduates to describe characteristics of capstone projects completed.

The global health capstone was developed as one educational tool within a broader global health curriculum for medical students. Of the 35 capstones, 26 projects involved original research (74%), and 25 involved international travel (71%). Nine projects led to a conference abstract/presentation (26%) while five led to a publication (14%). Twenty-one projects (60%) had subject matter-focused faculty mentorship.

Conclusions

A longitudinal global health capstone is a feasible tool to teach targeted global health competencies and can provide meaningful opportunities for research and career mentorship. Further refinement of the capstone process is needed to strengthen mentorship, and additional assessment methods are needed.

Participation in global health activities by U.S. medical students has grown substantially in recent decades [ 1 ]. Although global health interest has grown, many schools still do not offer structured global health curricula, and there is little standardization for didactic, clinical, scholarly, and cultural components across programs [ 2 , 3 ]. The past decade saw the development of essential competencies to guide global health curricular development [ 4 – 10 ]. However, many programs lack well-defined competencies outlining critical skills for global health practitioners. The most notable global health competency framework identifies 39 competencies across 11 domains and was published in 2015 by an interdisciplinary expert panel from the Consortium of Universities for Global Health (CUGH). Many of the identified competencies include not only knowledge acquisition but also skills building and attitude formation [ 4 ]. Particularly in resource-limited settings involving different cultures, political climates, and power dynamics, effective global health practitioners need competence in cultural humility, inter-professional collaboration, ethical conduct, and promotion of health equity. One major challenge is for educators to identify methods to teach these competencies that will enable students to become successful global health practitioners.

Aspects of various global health curricula have been published. Some describe didactic curricula focused on topics such as cultural competency and communication [ 11 ]. Others describe educational formats including e-learning or simulation-based learning to teach competencies such as ethics or professional practice in low-resource settings [ 12 – 14 ]. Many programs involve international electives or service-learning experiences, and best practice approaches have been proposed to help students in short-term global health experiences build skills in cross-cultural effectiveness, capacity building, and collaboration while addressing the needs of host communities and partners [ 15 – 18 ]. Although there are some published descriptions of global health capstones for pharmacy and bioengineering students, there are no known published descriptions of global health capstones as part of an educational curriculum for medical students [ 19 , 20 ].

The Global Medicine (GMED) Program is a longitudinal four-year track for select medical students that began in 2012, in response to increased interest in global health at the University of Illinois Chicago College of Medicine (UICOM). Completion of a longitudinal capstone project is required as part of the GMED program. Using a global health capstone project as an educational method for medical students is a novel construct. Although capstones are reported in other disciplines, they have not been routinely incorporated into global health medical student programs. Other fields found capstones beneficial because they allow students to:

• Become involved in sustainable impact-oriented research [ 21 ].
• Build skills in scholarship and professionalism including writing, presenting, and integrating “core theoretical concepts to form a broad view of professionalism.” [ 21 – 23 ]
• Develop research mentorships and relationships with faculty [ 21 ].

In this paper, we describe the global health capstone including how the capstone can be used to teach essential global health competencies, and we report on characteristics of the global health capstone for the first 35 graduates of the GMED Program. This educational method may be of value to other global health educators who wish to develop or strengthen their global health training programs for health professions students.

Development of the Global Health Capstone

The UICOM GMED Program recruited its first class in 2012 and has since graduated four classes. The program’s goal is to improve the health of populations worldwide by training the next generation of global health leaders [ 24 ]. As part of the program, each GMED student must develop, implement, and present a capstone project to successfully complete the program. The global health capstone is defined as a longitudinal scholarly work focused on expanding knowledge and understanding of global health issues among underserved populations throughout the world. The capstone culminates in an oral presentation and reflection paper at the end of the final year of medical school. In 2019, we added an additional requirement of a formal written paper. The capstone is designed to allow students to acquire knowledge and skills through project planning and implementation.

The global health capstone was developed by a multidisciplinary group of faculty with global health and education experience following the steps outlined in the following section:

Develop Global Health capstone objectives

Faculty identified global health capstone objectives that focused on skills-building and complemented other components of the global health curriculum. The following objectives were identified for GMED students completing the capstone project:

• Demonstrate and apply an understanding of global health education competencies;
• Identify and utilize credible and scholarly sources of information concerning global health topics and perform an in-depth review of the literature;
• Define an overall purpose and associated specific aims for the project;
• Collaborate with a faculty mentor to ensure adequate progress on the project and receive regular feedback and evaluations;
• Demonstrate effective professional and scientific communication skills through written products and presentations;
• Apply critical thinking skills and a scientific methodology to the analysis of a project.

Define capstone focus and parameters

Koplan defines global health as, “an area for study, research, and practice that places a priority on improving health and achieving equity in health for all people worldwide. Global health emphasizes transnational health issues, determinants, and solutions; involves many disciplines within and beyond the health sciences and promotes interdisciplinary collaboration; and is a synthesis of population-based prevention with individual-level clinical care.” [ 25 ] Using this definition of global health to frame the focus of the capstone, students were instructed to identify a global health area that they might want to study further.

Because the UICOM has additional special tracks that address urban and rural health, we further required that global health capstone projects should focus on issues in low- and middle-income countries (LMICs) or people from LMICs. This narrower focus allowed our program to avoid overlap with the other programs at our institution that concentrate on domestic health disparities.

Describe capstone structure

Capstone projects could vary in structure and content depending on students’ interests. All students received faculty advising that provided guidance for capstone completion. Projects could focus on original global health research or be comprised of curriculum design, program implementation, field practicum, systematic review, or a meta-analysis. All students were expected to demonstrate an understanding of these accepted global health core competencies: [ 4 ]

• Global Burden of Disease
• Globalization of Health and Healthcare
• Social and Environmental Determinants of Health
• Capacity Strengthening
• Collaboration, Partnering, and Communication
• Professional Practice
• Health Equity and Social Justice
• Program Management
• Sociocultural and Political Awareness
• Strategic Analysis

Table  1 identifies how the global health capstone can be used as a tool to address each competency domain and provides illustrative examples from completed student projects.

Global Health Capstones, Competencies, and Examples

Identify capstone requirements and timeline

Specific deliverables were identified for the capstone project that would be required throughout the 4 years of medical school (Fig.  1 ). During the first year, each student identifies a particular global health issue, performs a literature review, writes a brief paper, and delivers a short oral presentation on his/her selected topic to peers and faculty. In the second year, each student identifies a specific project, defines his/her role in that project, establishes methods and a timeline for project completion, and prepares and presents a scientific poster. In the third and fourth years, students focus on capstone project implementation and evaluation, culminating in oral presentations summarizing their work. In their final presentations, students identify the global health problem addressed; describe the methods, results, and conclusions of the completed projects; and discuss the implications of their projects on the health of underserved communities and on their future practice as global physicians. Graduating students also submit a self-reflection paper upon capstone completion. This paper encourages students to reflect on their accomplishments, articulate the challenges and successes of their projects, and internalize their experiences to translate knowledge acquired to their personal and professional growth.

Global Health Capstone Process Map

It is critical to note that the capstone is only one component of the GMED program. In addition to the regular medical school curriculum, the GMED program includes didactic instruction, colloquia, and skills-building workshops described elsewhere [ 24 ]. GMED programming also includes exposure to supplementary content (e.g. cultural competency, economic perspectives of global aid, ethics of volunteerism) as well as alternative interactive learning formats including film reviews, book club discussions, and simulation-based cases.

Adapt and revise capstone requirements

Based on student feedback and faculty observation, several modifications were made to the original capstone design. We revised and more precisely defined the focus for global health capstone projects; this adaptation was made in response to project proposals that did not clearly have transnational health relevance. We adapted the capstone objectives to include updated global health competencies. The original GMED curriculum addressed global health competencies identified in 2010 by the Global Health Education Consortium. An expanded and updated list of competencies was identified by CUGH in 2018, and we revised our capstone objectives and guidelines to reflect this change [ 4 , 10 ]. A written scholarly paper was added as a requirement for 2019 graduates. Submitting an abstract to a non-UICOM conference was added as a third year requirement that will take effect starting in 2020. Ongoing capstone adaptations based on the findings of this review include instituting a new mentorship program (see Discussion).

We performed a retrospective review of graduating medical student capstone projects from the first three GMED cohorts (2016–2018) to determine the nature and range of projects completed. We were specifically interested in: [ 1 ] the types of projects completed [ 2 ]; whether the students identified a project faculty mentor [ 3 ]; whether the student travelled internationally as part of the project [ 4 ]; whether the project was related to the student’s chosen residency specialty; and [ 5 ] whether the project led to formal scholarship including an abstract/poster presentation or publication. To make these determinations, two authors (S.C., V.D., M.E., or J.L.) completed an independent document review of the capstone PowerPoint presentations of the first 35 graduating students. The authors then met, and any areas of disagreement were discussed until consensus was reached.

The criteria for each of the interest areas above are described here. For “types of projects completed,” we used the broad categories of clinical research, education, quality improvement, and service similar to other analyses [ 26 ]. We further characterized non-interventional clinical research capstones as systematic reviews versus original research. For original research projects, we determined whether projects used quantitative, qualitative, or mixed-methods. This information was gathered as part of our iterative process for the global health capstone design to help inform our team of potential areas of curricular enhancement. For example, if many students were completing qualitative analyses, we could consider adding additional qualitative assessment instruction as part of the formal GMED curriculum.

As noted previously, all students were assigned a faculty advisor who provided guidance throughout the capstone process. However, these advisors were not necessarily project mentors who possessed content expertise in the capstone area of focus, or may not have directly worked with the students on specific projects. Students who had capstone project-specific mentors explicitly mentioned in their presentations were considered to have had “project faculty mentors.”

It was determined that the student travelled internationally based on the final presentation. Similarly, the extent to which the project was related to residency specialty was determined by the judgment of the faculty reviewers, who decided if there was an evident relationship between the subject matter of the capstone project and the known scope of practice and subject matter relevance to a medical specialty. For example, a project on post-partum hemorrhage for a student who matched into orthopedic surgery was determined to be “unrelated,” but a project looking at point-of-care ultrasound use in emergency departments for a student who matched into emergency medicine was determined to be “related.”

A project led to a scholarly abstract/poster presentation and/or publication if students identified this in their presentations or if a PubMed search done at the time of our study revealed it. Publications of capstone work that occurred after students graduated, identified by the PubMed search, were included in this report.

Finally, one author (N.G.) identified capstone projects that illustrated aspects of the CUGH competencies based on student final presentations (Table ​ (Table1 1 ).

The capstone is designed to enhance students’ scholarly skills and knowledge. As noted, students were given some flexibility as to the capstone structure and format. Of the initial 35 program graduates, 32 (91%) completed capstones involving non-interventional clinical research. Of those, five were systematic reviews, and one was a case series. Twenty-six capstones were categorized as original research. Of those, ten (39%) used mixed methods, ten (39%) used quantitative methods, and six (23%) used qualitative methods. Of the capstones that were not clinical research, two were education-focused and involved curriculum development, and one was a quality improvement project.

While all students had faculty advisors, 21 capstones (60%) involved projects where students had additional dedicated faculty mentorship, meaning they worked with a faculty member who possessed subject matter expertise and guided their capstone development and implementation. The remaining 14 projects (40%) were implemented in a more independent manner.

Capstones included projects in 14 different countries; eight additional projects had a transnational global health focus, and four projects focused on domestic and/or refugee populations in the U.S. (Table  2 ). Twenty-five capstones (71%) involved an international field experience.

Capstone Locations

Multiple medical specialty areas were identified, with the largest percentage of projects focused on emergency medicine (29%), obstetrics/gynecology (17%), and primary care (14%). Other projects focused on internal medicine (9%), psychiatry (6%), neurology (3%), ophthalmology (3%), and pediatrics (3%). In addition, six projects (17%) did not clearly align with a medical specialty area and instead focused on topics including environmental health, medical ethics, health systems, medical education, and mobile health (mHealth) smartphone applications. Eighteen students (51%) completed capstones related to their chosen medical residency specialty. Twenty-six percent of students presented capstone-related abstracts or presentations at conferences, and five (14%) authored peer-reviewed publications related to their capstones.

A longitudinal global health capstone is feasible for medical students

Overall, we found that a four-year longitudinal capstone is feasible. Skill development, knowledge acquisition, and mentorship were among the most important outcomes of the capstone process, and those outcomes were not dependent on students completing a single long-term project. Although many students had more than one specific project during their capstone, all students went through the same four-year longitudinal process with defined deliverables during each year of medical school. We found the focus on process important to provide a continuum of mentorship and opportunity to build cross-disciplinary skills, while allowing the students flexibility to change their specific final project focus and adapt to barriers they encountered in project implementation.

Giving students the flexibility to change their final project focus over time enables students to pursue meaningful scholarship related to their future specialties as their career interests evolve. In addition, it allows some students to participate in different aspects of serial short-term projects. One of the greatest challenges for students we noted was in identifying projects; this may be mitigated by directing students to focus on building translatable skills rather than focusing on specific geographic project locations, patient populations, or narrow topical areas.

We observed personal and professional growth of students as they faced challenges in project planning and implementation. The obstacles confronted by our students reflect real world challenges of global health work and provided student learning opportunities. A longitudinal 4-year capstone with defined progressive requirements exposes students to the challenges of global health work including mentor identification, ethical review of human subjects research, data collection delays, and lack of student availability at times due to competing priorities of exams and clerkships.

Capstones create an opportunity for dedicated mentorship

Rather than assigning project mentors, students are encouraged to pursue global health capstone projects with mentors they align with. Although every student is assigned an advisor to provide support for program completion, these advisors are not necessarily content experts in the student’s research area of interest. Sixty percent of GMED graduates ultimately completed a capstone project where they received dedicated topic-specific faculty mentorship. Completion of quality global health capstones could be enhanced with strategic efforts to create more structured mentorship and recruit more global health faculty.

The mentorship process for successful capstone development and completion can be improved by making sure that every student identifies a research mentor. We anticipate that dedicated mentors can improve the quality of the capstone experience and help the students create a stronger final scholarly product. We found that 26% of students presented capstone-related abstracts at conferences, and 14% were able to publish work related to their capstones. With dedicated project mentorship for every student, we aim to increase the number of students producing quality global health scholarship. For 2020, we added a requirement that students must submit a global health abstract to an external conference in the third year, and in 2019 we added the requirement that students submit a final written scholarly paper in addition to the oral presentations that were part of the original capstone requirements.

An additional aim of expanding our pool of capstone mentors is to increase multidisciplinary mentorship and collaboration among more varied medical specialty areas. When the program was founded, emergency medicine had strong representation among GMED program faculty, which may explain why almost a third of student capstones were in that specialty area. We have implemented a new structured mentorship program that provides wider faculty representation to ensure that students are provided necessary support and guidance regardless of the students’ chosen area of interest.

The capstone is synergistic with other modalities for teaching CUGH competencies

The global health capstone addresses, in part, each competency domain identified by CUGH, but the global health capstone is part of a larger curriculum that employs multiple educational modalities. Some CUGH competencies may be better achieved through these alternate methods, such as lectures, group discussion, and simulation-based exercises. We have also added additional didactic content to support student capstone success and competency attainment including skills-based workshops that focus on community engagement, global health research and scholarship, as well as global health policy and advocacy.

Many students were able to complete global health capstones that did not require international travel. Considering personal and financial restrictions that may affect students’ ability to travel, the global health capstone reinforces the view that global health can focus on transnational health issues addressing health equity, and one need not always travel to participate in effective global health work.

Limitations

This paper aimed to provide a description of the global health capstone including types of projects completed; however, it did not identify clear metrics for capstone success or evaluate student capstone projects. It identified how capstones may be used to teach global health competency domains but did not determine the effectiveness of this approach nor if there are particular domains that are better addressed by this educational tool. Finally, numerous challenges in the assessment of global health competencies have been identified [ 27 , 28 ]. Attempts have been made to develop measures such as surveys, structured instruments, and self-assessments in order to objectively assess global health competencies, but more research is needed in this area, including developing validated measures to assess global health capstones [ 12 , 29 , 30 ].

As the bar is raised on global health education beyond just international electives, students need integrated and formalized programming that enables them to develop skills and the ability to apply concepts in impactful global health endeavors. A structured global health capstone is one method for teaching global health competencies and preparing students for careers as global health practitioners and leaders. The implementation of a global health capstone in medical school is feasible and shows promise as an educational tool that may help teach essential global health core competencies as part of a broader curriculum. Well-defined criteria and expectations for global health capstones may improve scholarly quality and productivity, and strong mentorship is essential for successful capstone and program completion. Further refinement of the global health capstone may allow educators to help students build scholarly skills and target additional competency domains.

Acknowledgements

The authors wish to thank the GMED students who have enthusiastically participated in the program, including completing the global health capstone projects reviewed in this article.

Abbreviations

Authors’ contributions

SC contributed to the study design, data analysis, and writing of the manuscript. NG contributed to the study design, data analysis, and writing of the manuscript. VD contributed to the study design, data analysis, and editing/revision of the manuscript. ME contributed to the study design, data analysis, and editing/revision of the manuscript. JL contributed to the study design, data analysis, and editing/revision of the manuscript. SW contributed to the study design and editing/revision of the manuscript. All authors read and approved the final manuscript.

Authors’ information

Stacey Chamberlain is Associate Professor, Department of Emergency Medicine, and Director of Academic Programs, University of Illinois Chicago Center for Global Health, Chicago, IL.

Nicole Gonzalez is Research Specialist, University of Illinois Chicago Center for Global Health, Chicago, IL.

Valerie Dobiesz is Assistant Professor, Department of Emergency Medicine, and Director of Internal Programs STRATUS Center for Medical Simulation, Brigham and Women’s Hospital, Faculty Harvard Humanitarian Initiative, Harvard Medical School, Boston, MA.

Marcia Edison is Assistant Professor, Department of Medical Education, and Director of Research and Evaluation, University of Illinois Chicago Center for Global Health, Chicago, IL.

Janet Lin is Professor, Department of Emergency Medicine, and Director of Health Systems Development, University of Illinois Chicago Center for Global Health, Chicago, IL.

Stevan Weine is Professor, Department of Psychiatry, and Director of Global Medicine, University of Illinois Chicago Center for Global Health, Chicago, IL.

Not applicable.

Availability of data and materials

Ethics approval and consent to participate, consent for publication, competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Thayer seniors present global scholars capstone projects.

More than a dozen seniors presented their Global Scholars Capstone Projects during a May assembly in the CFA’s Hale Theater. The presentations not only informed the Thayer community about a number of global issues but also fulfilled a requirement of the Academy’s Global Scholars Program. 

One senior, Matt Miller, discussed his time over Spring Recess working with a non-government organization (NGO) in the Philippines to teach the basics of English and math to children living and working in the city streets of that nation. Another, Andreia Soares, showed the connection between poverty and sex education before chronicling her own efforts to create a sex education curriculum and then teach it — in both English and Spanish — in the classrooms of the Boston Public Schools. Yet another student, Ella McGillivray, shone a light on the recent reemergence of antisemitism. 

Three students offered their Capstone Project presentations via video recordings as they were in the midst of taking AP exams. 

The projects varied not only in topic but in format. Caroline Driscoll created a documentary for her project, one which focused on community service at Thayer, as did Mia Matos, whose subject was gentrification in Boston. Ty Mainini built a website on the topic of poverty in Boston; he also volunteered his time with organizations such as My Brother’s Table, which offers meals and outreach to those in need. John Kuropatkin also built a website to create a database of day-to-day news coverage concerning Russia’s invasion of and subsequent war with Ukraine. Morgan Spriggs created a podcast on women in sports as well as women in sports media. Jackson Moses also created a podcast on the topic on LGBTQ+ in the military and the legacy of the “Don’t ask, Don’t tell” policy. Caroline Gelina discussed the need for sustainability in the textile industry; the senior later held a successful upcycling event on campus. 

Other topics addressed in Capstone Projects included: “Food Deserts in the Boston Area,” presented by Isabela Augmon; “Teen Mental Health Around the World,” presented by Samantha Noonan; “The Criminal Justice System in Massachusetts,” presented by Alena Mulhern; “Period Poverty,” presented by Isabella Rivera; “Coastal Ecosystems,” presented by Hilary Morris; and “Blue Zones & Healthy Eating,” presented by Salvatore Proud. 

Faculty members currently involved in the Global Scholars Program are: Upper School Director of Studies Lynette Sumpter, who also serves as director of the Global Scholars Capstone Program; History Faculty Matt Dunne, who also serves as co-coordinator of Thayer’s Anti-Racism and Social Justice Program; Upper School World Languages, History, and English Faculty Aidan Rooney P ‘07, 15; History Faculty Karen Jersild, who also serves as director of the Benelli Writing Center; and Southworth Library Director Amy Perry. 

Thayer Academy's Global Scholars Program encourages greater awareness of and engagement in global issues by combining academic learning with real-world experiences. The program contributes to the “Common Good” as expressed in Thayer’s mission statement. Students who successfully complete all of the program requirements are recognized as Thayer Academy Global Scholars at graduation. 

Listed with the topic of their capstone project, members of the Class of 2023 Global Scholars Cohort are: 

• Isabela Augmon — Food Deserts in the Boston Area 
• Caroline Driscoll — Our Story: Struggles to Solutions (a documentary on community service at Thayer) 
• Caroline Gelina — Fast Fashion and Sustainability
• John Kuropatkin — Russia’s Invasion of Ukraine 
• Ty Mainini — Poverty in Boston 
• Mia Matos — Gentrification in Greater Boston 
• Ella McGillivray — The Re-Emergence of Antisemitism  
• Matt Miller — Education in the Philippines
• Hilary Morris — Coastal Ecosystems 
• Jackson Moses — LGBTQ+ in the Military: Don’t Ask, Don’t Tell 
• Alena Mulhern — The Criminal Justice System in Massachusetts 
• Samantha Noonan — Teen Mental Health Around the World 
• Salvatore Proud — Blue Zones & Healthy Eating 
• Isabella Rivera — Period Poverty
• Andreia Soares — Sex Education in Boston Public Schools 
• Morgan Spriggs — Women in Sports 

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149 Capstone Project Ideas & Examples – 2024

June 6, 2024

The word “capstone” originally referred to the decorative, final piece of masonry that would be affixed to the top of a new building. But in terms of schooling, what is a capstone project? Academically, “capstone” is a fitting metaphor, as a capstone project serves as a culminating, crowning illustration of your scholarly work. The capstone project synthesizes the learning you have done in various fields, demonstrates your level of expertise in your specific area of study, and often marks the end or milestone moment of a current study path. In short, it’s a big achievement! In this article, we’ve outlined a few tips for cultivating your perfect capstone thesis and have included a list of capstone project ideas to get you started.

General Capstone Writing Tips

As you select a topic for your capstone project, be sure to consider the following criteria:

Personal Interest . A capstone project is meant to be the culmination of or milestone representing your specific path of study; as such, it should be a project that actually interests you! Perhaps you’ve already been working on a passion project or long-term scholarly paper on a topic that excites you. Or maybe you’ve heard about a specific branch of inquiry within your field that you find compelling and want to explore further. Whether you’re new to a specific capstone subject or have been working on it for a while, it’s important to know that your actual interest in a subject can increase your productivity and learning. [i]

Existing Research . For any new piece of scholarship, it’s crucial to thoroughly understand and acknowledge the current knowledge and findings that exist around your thesis. As an advancing practitioner in your field of study or profession, you should already have a sense of what other scholars and experts have said about your capstone project idea, but this is a moment to fully explore: Who are the major players in this professional or scholarly conversation? What are the most important pieces of research that ground this field of study? What recent innovations have been made in this topic?

Stakes . If you’ve ever been involved in a debate or had to write a persuasive speech , you know that an important question to answer is: “So what?” Why is this capstone project idea important? What will be affected if the ideas in your capstone do or do not come to pass? What exactly is at stake here?

Examples Continued

Stakeholders . The stakeholders of a capstone are those who will be affected by the information in your project. Perhaps you’ve already engaged in community service and have seen a gap that can be filled by your particular area of expertise. Maybe you are one of the stakeholders in your research. In every capstone project, your readers should know who will be most important to your work.

Identify a gap or problem . If you’ve done your research properly, then you now know what current holes or gaps exist in your field. Make sure you frame your capstone so that your audience is aware of the work that needs to be done.

Fill the gap . This is your moment to shine! What is your specific hypothesis? What kind of research will you conduct to prove it? Specifically, how is your work contributing to this field of study? To this profession?

Feasibility and Scope . The last question you need to ask yourself is: Can I actually do this project? Do you have the time and resources to complete the work you’re proposing? Is your capstone actually doable? If you find that your project seems too big, don’t despair! Many capstone project ideas can be narrowed down for specificity and feasibility. Take a look at the example below:

Very broad:

“What are some recent developments in women’s health research?”

More specific and feasible:

“What are the most current findings on early diagnostic testing and maternal health outcomes amongst American women?”

Capstone Project Examples

Below, we’ve listed 150 capstone project examples in various fields. Think of all of these focus questions and ideas as jumping-off points. Some are very broad, while others are much more specific. Your capstone project will most likely fall under the “specific” category (see “feasibility and scope” above), but broader topics and focus questions can get you started down the path of your own particular branch of research.

Computer Science Capstone Project Ideas

1) In what ways does social media influence current developments in information systems and marketing?

2) What recent developments have we seen in natural language processing? What innovations do we hope to see?

3) How is cybersecurity an essential consideration in political and public policy?

4) What is the potential for virtual reality within the fields of mental healthcare and / or physical rehabilitation?

5) How can cybersecurity better function in the healthcare industry?

6) What are current and developing applications for machine learning algorithms?

7) How can we develop more secure data encryption?

8) What are the current needs for development in image processing and design?

9) How does artificial intelligence promise to elevate, innovate, revolutionize, or render obsolete various fields and / or methodologies inside and outside of computer science?

10) What current developments exist in the field of neural networks?

11) In what ways can we develop more efficient data encryption algorithms?

12) What specific roles does computer science play in national defense?

13) Exploring automated testing systems.

14) In what ways have smartphone interfaces changed human behavior? Can we predict future changes?

15) What recent innovations have we seen in cloud computing and what changes can we expect to see in this field?

16) How can we improve specific algorithms that conduct market-based analysis?

17) What are the current most important ethical questions surrounding big data and information systems?

18) What are the current expectations around the development and use of cryptocurrency?

19) What specific relationships exist between national policy and internet censorship?

20) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of computer science that specifically interests you !)

Nursing and Medical Capstone Project Ideas

21) What roles might nurses have in administering pain management and anesthesia?

22) In what ways can we address the country’s nursing shortage?

23) In what ways is the field of nursing expected to change in the near future?

24) What innovations can be made in continuing education for nurses?

25) In what ways can nurse practitioners and PAs function more effectively in primary care and specialty settings?

26) Going forward, what roles can nurses play in mobile health and telemedicine?

27) How can clinical settings improve their mental and emotional health outreach for employees?

28) In what ways do nurses and PAs function in specific research roles (e.g. cancer research)?

29) Development of cultural sensitivity training and eliminating health equity disparities in the nursing field.

30) Recent developments in women’s health initiatives and research.

31) In what ways can communication efficacy be addressed in clinical settings?

32) What is the relationship between medical care and specific public policies?

33) Nursing, management, and leadership roles.

34) In what ways can technology improve nursing and healthcare initiatives?

35) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of medicine or scientific inquiry that specifically interests you !)

Humanities and Arts Capstone Project Ideas

36) How does art function in the political and public spheres?

37) What specific developments have we seen in the field of graphic design in the past decade?

38) Analyzing the relationships between marketing, commercial viability and contemporary literature.

39) In what ways do the humanities function in ecocriticism and the Anthropocene?

40) Social media and communication.

41) What are some recent examples of the relationship between popular culture and political propaganda?

42) Current distinctions between pop culture, avant-garde, and highbrow literature and art.

43) What is the role of philosophy in current public debate?

44) In what ways do / have the humanities function(ed) within and / or outside of the public sphere?

45) What is the role of the digital humanities in ancient / early modern / modern history?

46) What recent developments have we seen in the fields of women’s and gender studies?

47) How has a globalized media culture impacted our views on cultural exchange / postcolonialism / hegemonic power structures?

48) In what ways have sustainability initiatives become an essential part of art, theatre, fashion, film, and literary production?

49) Race, class, gender and / or sexuality, and recent developments in the construction of personal identity.

50) How does appropriation function in the realm of cultural production?

51) What is the current role of cinema in public and political culture?

52) Creativity and new genres in the wake of social media, artificial intelligence and monoculture.

53) How can / do museums and public spaces function as sites of cultural production?

54) In what ways has artificial intelligence begun to shape the arts and humanities?

55) Recent innovations and gaps in ____________. (Have you already done some research on a particular topic? This is your moment to delve more deeply into a branch of humanities research that specifically interests you!)

Engineering Capstone Project Ideas

56) What is the role of engineering in specific manufacturing practices?

57) In what ways are environmental and sustainable efforts transforming various industries (transportation, manufacturing, public use, energy, etc.)?

58) How does artificial intelligence promise to function in various engineering fields?

59) What are the functions of drones in supply chains?

60) How does engineering specifically function in the production and management of public health (water purification and distribution, waste management, etc.)?

61) What recent innovations have we seen in the fields of engineering and defense?

62) Assessing the feasibility of solar power, wind power, etc.

63) In what ways can engineering facilitate specific infrastructure innovations in public spaces?

64) What does the privatization of the aerospace industry demonstrate about the relationship between public and commercial scientific research?

65) In what ways does current engineering promise to disrupt fields like the automotive, manufacturing, aerospace, etc. industries?

66) Examining various uses of 3D printing.

67) What are some recent innovations in electric, geothermal and/ or nuclear energy?

68) What is the current relationship between extraction engineering and the public sphere?

69) How does the field of robotics function in medicine and public health?

70) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of engineering or scientific inquiry that specifically interests you !)

Education Capstone Project Ideas

71) How do charter schools currently function in the education system?

72) What current pathways exist for continuing education in the teaching field?

73) What roles does artificial intelligence play in the future of education?

74) Disciplinary practices and education for early childhood, middle school, high school, etc.

75) Addressing income and resource disparities between public school districts.

76) In what ways does gender currently function in STEM education?

77) In what ways can mental health initiatives more thoroughly benefit students, staff, and educators?

78) In what ways is parental involvement a factor in current curriculum models?

79) What are the advantages and disadvantages of various modes of virtual learning, technology in the classroom, asynchronous learning, e-learning, etc.?

80) How can we address the current teacher shortage?

81) What are the current relationships between politics, public policy, school funding and curriculum development?

82) What recent innovations have we seen in outdoor learning, Montessori schooling, forest schools, eco-education, etc.?

82) How can schools facilitate better curricula and funding for special needs programs?

83) What is the current role of the arts in public education? In private education?

84) What is the relationship between public policy and homeschooling?

85) In what ways do race and class currently function in specific conversations around education?

86) What are current concerns and developments in the practices of school safety?

87) What developments are currently underway in curricula involving interdisciplinary and project-based learning?

88) What benefits and drawbacks currently exist in extracurricular programs and initiatives for students of various age groups?

89) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of education or curriculum planning that specifically interests you !)

Biology Capstone Project Ideas

90) What are some recent developments in the ethics of stem cell research and cloning?

91) How has public disease testing changed since the pandemic?

92) What is the role of the biologist in mining, extraction, and geoengineering?

93) What recent innovations have been made in pesticide production, distribution, and wider use?

94) How can biology serve manufacturing industries to prevent contamination and supply chain stalling?

95) How do specific ecosystems currently function in regard to climate change? What changes are predicted to these ecosystems in the next decade and why?

96) In what ways are biologists’ roles evolving in the development of biomechanical medical devices?

97) What roles do biologists play in understandings of human reproduction and DNA?

98) How are pharmaceutical and recreational drugs currently understood and classified?

99) What recent biological innovations have been made in the production of food? What developments do we foresee in this branch of biology?

100) In what ways are biological systems affected by various forms of energy extraction and consumption (electrical power, gas, wind and solar power, etc.)?

101) How does A.I. promise to affect the roles of biologists in various fields?

102) What current biological threats do we face in terms of biological warfare? How are biologists crucial players in national defense?

103) Explore a relationship between the biochemical signatures of the body and mental wellness / illness.

104) In what specific ways is the organic movement both a biological consideration and a marketing strategy?

105) How do biologists play significant roles in the prevention of spreading infectious diseases?

106) What are the relationships between human population growth or decline and natural ecosystems?

107) How is marine life affected by human activity (recent understandings and developments)?

108) How do biologists function in public and political conversations around sustainability?

109) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of biology that specifically interests you !)

Psychology Capstone Project Ideas

110) What recent developments have been made in research around specific social media platforms and mental health?

111) What roles did the pandemic play in social and mental health amongst particular age groups?

112) How are recent developments in digital communication (“ghosting,” “swiping,” “liking”) indicative of disordered psychological behaviors?

113) Considering particular contexts like time and place, explore the relationships between psychological wellness and gender.

114) Investigate stress reduction efficacy amongst particular populations.

115) What is the role of mental health awareness in policies and conversations around public health?

116) What role does psychology play in pain management?

117) In what ways are clinical psychologists and therapists uniquely poised to conduct empirical research?

118) What recent developments exist in research around various types of trauma?

119) What daily interventions need to be explored in the reduction of anxiety and sleep disorders?

120) What is the developing role of telemedicine and online mental healthcare?

121) In what ways are particular prescription drugs more or less effective when paired with traditional types of psychotherapy?

122) In what ways do companies utilize psychology in marketing and branding?

123) What is the role of the child psychologist in public schools?

124) In what ways can HR departments benefit from on-staff mental health workers?

125) Explore distinctions between child psychologists and early childhood educators.

126) What interventions can be made in the realm of public policy to lessen the social stigma of mental health disorders?

127) How can psychology be used to create more efficient workplaces?

128) In what ways can new technology like apps and AI be implemented in the ongoing care of mental health patients?

129) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of psychology that specifically interests you !)

Business and Accounting Capstone Project Ideas

130) What are the current impacts of globalization on business strategy?

131) How can organizations change communication practices?

132) What are the relationships between sales, brand perception, and social justice movements?

133) In what ways are women perceived and compensated in the finance field? How has this developed over the past decade? What developments remain to be seen?

134) What leadership training programs and strategies best serve managers?

135) Exploring sustainable business practices.

136) In what ways can company structure influence business innovation?

137) What are the current trends and best practices for inter-departmental conflict resolution within businesses?

138) Exploring effects of mergers and acquisitions for specific companies.

139) What is the specific role of HR in performance management amongst employees?

140) Recent explorations of forensic accounting in cases of embezzlement.

141) Perform a case study analysis of a particular taxation policy.

142) What are some important features of the ethics of non-profit accounting?

143) In what ways can we measure international accounting standards?

144) Due to the pandemic, how have budgeting and financial planning methods evolved in recent years?

145) What specific impacts can we predict in the accounting field as a result of AI and other advancing technologies?

146) Perform an analysis of marketing strategies that utilize social media.

147) How can companies maximize consumer engagement in saturated markets?

148 Which technologies and designs are most effective in brand management and dispersion?

149) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of business or accounting that specifically interests you !)

Capstone Project Examples – Works Cited

[i] Kahu, Ella., Karen Nelson, Catherine Picton. “Student Interest as a Key Driver of Engagement for First Year Students.” Student Success. Volume 8, Issue 2, pp. 55-66. July 2017.

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Using Reference Sources to Develop a Research Question

Reference sources are great places to get started when researching a new topic. Specialized reference sources can be very helpful for gathering background information on various topics in Global Studies research.

Encyclopedias are great for providing brief overviews, while handbooks and companions provide more detailed information. In both types of reference works, the articles are authored by field experts. As well as getting to know your topic, these sources are also great ways to build search vocabulary that you can use when finding books, journal articles, and dissertations or theses.

Purdue Libraries subscribes to several large online reference collections that include specialized reference sources, such as dictionaries, encyclopedias, handbooks, and companions.

• Credo Reference Online reference library provides advanced searching and full-text of hundreds of dictionaries and encyclopedias in the humanities, social sciences, and sciences. Cross-reference links and interactive concept maps provide answers and enable further exploration of topics. Images include 17,000 works of art from the Bridgemann Art Library Archive.
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• Oxford Reference Online Searchable full-text of more than 150 reference books published by Oxford University Press on many subjects in the arts, history, and sciences. Includes dictionaries, encyclopedias, and several of the Oxford Companion series.

Basic Global Studies Reference Sources

Specialized reference sources can be helpful for gathering background information about various topics and approaches in global studies research. The following sources provide brief overview articles on these.

These resources can be checked out through Purdue Libraries or, if it's an online resource, may require you to login with your Purdue Career Account.

More In-Depth Information on Global Studies Research

Handbooks and companions contain edited collections of articles that provide more detailed information on research methods in global studies research, as well as on current issues, which are authored by field experts.

Accessing these resources will require you to login with your Purdue Career Account.

Other Exploratory Tools

In addition to large reference collections, publishers also provide research tools that enable researchers to explore potential research topics and provide additional context surrounding those topics by immediately linking topic descriptions with various sources, including videos, news stories, scholarly journal articles, and relevant biographies.

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Capstone Project Ideas: 165 Topics Across Nursing, Marketing, Education, and More!

Capstone projects often require students to tackle real-world problems, providing practical solutions and insights that extend beyond the academic realm. They encourage a multidisciplinary approach, allowing students to apply knowledge and skills gained from various courses and disciplines, fostering a holistic understanding. 

Capstone projects contribute to professional development by simulating workplace scenarios, preparing students for challenges they might encounter in their future careers. If the scope of your capstone project feels daunting, remember, you can always ask for professional help with a simple request like "i want to pay someone to do my project ." In this article, we’ll explain the nature of this assignment and offer 100+ capstone project topic ideas so you can get inspired and motivated to get past the creative slowdown.

Definition and How to Choose a Great Topic for Capstone Project

First, let’s start by explaining what is a capstone project. By definition, it is a culminating and integrative academic experience that students undertake typically in their final year of study. It is designed to demonstrate the knowledge, skills, and competencies gained throughout a program of study. Capstone projects vary across disciplines and institutions, but they generally require students to apply what they have learned to address a real-world problem, conduct original research, or create a significant project.

Here are key components and steps to consider when choosing a great capstone project topic:

Relevance to Your Field of Study:

Choose a topic that aligns with your major or specialization. The capstone project should showcase your expertise and knowledge in your chosen field.

Personal Interest:

Select a topic that genuinely interests you. Your enthusiasm for the subject will sustain your motivation throughout the project, making the experience more rewarding.

Real-World Application:

Consider topics that have practical implications in the real world. This could involve addressing a problem, proposing a solution, or conducting research that has the potential to make a meaningful impact.

Identify a Gap or Problem:

Look for areas in your field where there might be gaps in knowledge or existing problems that need solutions. Your capstone project can contribute to filling these gaps or solving identified problems.

Feasibility:

Assess the feasibility of your project. Consider the resources, time, and access to data or materials that you will need. A feasible project is one that you can realistically complete within the given time frame and with the available resources.

Faculty Expertise:

Check if there are faculty members with expertise in your chosen area of interest. Having a mentor who is knowledgeable about your topic can provide valuable guidance and support.

Interdisciplinary Approach:

Explore the possibility of integrating knowledge from multiple disciplines if it enhances the depth and breadth of your project. Interdisciplinary projects can be particularly innovative and impactful.

Current Trends and Issues:

Stay updated on current trends, issues, and debates in your field. Choosing a topic that is relevant to contemporary discussions can make your project more engaging and meaningful.

Project Scope:

Define the scope of your project clearly. A well-defined and focused project is more likely to be successful than one that is too broad or vague.

Consult with Advisors:

Seek advice from your academic advisors or mentors. They can provide valuable insights, help you refine your ideas, and ensure that your project meets the academic standards of your institution.

Remember, the capstone project is not only a demonstration of your academic abilities but also an opportunity to explore, innovate, and contribute to your field of study. Choosing a great capstone project topic involves a balance between personal interest, academic relevance, and real-world applicability.

• Choose a capstone topic aligned with your personal interests and passions within your field.
• Identify and address current challenges or gaps in your field for a relevant and impactful project.
• Review past courses and projects for inspiration, focusing on topics that sparked your interest.
• Consider combining insights from different disciplines to create a unique and innovative capstone project.
• Seek guidance from academic advisors or mentors to refine and validate your capstone project ideas.
• Ensure your project is feasible by assessing available resources, time constraints, and data access.
• Stay updated on current trends, debates, and issues in your field for a relevant and timely capstone topic.

Keep in mind that while working on your capstone, you’ll still have to complete other written assignments. Simply say, ‘ Write my essay , EssaPro!’ and our experts will take it from there. 

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Capstone Project Ideas to Get You Started  

Generating capstone project ideas is a multifaceted process that involves introspection, research, and collaboration. Begin by reflecting on your personal interests and passions within your academic field. Consider the topics that have captured your curiosity throughout your studies, and think about areas where you'd like to apply your knowledge more extensively. Additionally, review your coursework, assignments, and past projects to identify subjects that stood out or sparked your enthusiasm.

Stay abreast of current issues and trends in your field by perusing academic journals, industry publications, and news sources. This awareness can help you pinpoint emerging challenges or gaps that your capstone project could address. Engage in brainstorming sessions with peers, professors, or industry professionals to gain different perspectives and foster creative thinking. Collaborative discussions often lead to novel ideas and innovative approaches. Furthermore, explore interdisciplinary opportunities, combining insights from various disciplines, as these projects can offer unique solutions and perspectives. 

As you generate ideas, consider the practical applications of your academic knowledge, aiming for projects with tangible real-world impacts. Finally, evaluate the feasibility of potential projects, ensuring they align with your long-term academic or career goals and are achievable within given constraints. Remember, the process is iterative, and refining or combining ideas may lead to a distinctive and compelling capstone project. If that doesn’t work, the best solution is to use professional services that can save you lots of time and nerves, as well as deliver a brilliant paper. 

Nursing Capstone Project Ideas

If you're at the outset of your nursing capstone project, we recommend consulting our guide on how to write a nursing essay .

• Exploring innovations in patient monitoring systems.
• Enhancing communication in multidisciplinary healthcare teams.
• Implementing mobile health apps for patient education.
• Assessing the impact of nursing staff training on patient outcomes.
• Reducing medication errors through technology integration.
• Designing culturally competent nursing care programs.
• Investigating the role of telemedicine in rural healthcare.
• Promoting mental health awareness in critical care settings.
• Analyzing the effectiveness of nurse-led health promotion initiatives.
• Improving end-of-life care practices in hospice settings.
• Addressing burnout among nursing professionals.
• Enhancing infection control measures in healthcare facilities.
• Integrating simulation training in nursing education programs.
• Evaluating the impact of nurse staffing levels on patient outcomes.
• Developing strategies for nurse-led community health outreach programs.

Information Technology Capstone Project Ideas

• Developing a secure and user-friendly authentication system.
• Designing an intelligent chatbot for customer support.
• Implementing blockchain technology for data security.
• Analyzing trends in big data for business intelligence.
• Enhancing cybersecurity measures for online transactions.
• Creating a virtual reality application for employee training.
• Developing an automated system for IT service management.
• Designing a machine learning algorithm for anomaly detection.
• Improving cloud computing efficiency through resource optimization.
• Evaluating the usability of mobile apps for healthcare delivery.
• Designing a data analytics platform for social media insights.
• Implementing a network intrusion detection system for cybersecurity.
• Developing a software solution for efficient project management.
• Creating a mobile app for language translation in real-time.
• Enhancing user experience in e-commerce platforms through AI.

MBA Capstone Project Ideas

• Strategic analysis of market entry for a global company.
• Optimizing supply chain management for cost efficiency.
• Developing a business continuity plan for crisis management.
• Evaluating the impact of digital marketing on consumer behavior.
• Analyzing financial strategies for sustainable business growth.
• Implementing data-driven decision-making processes in organizations.
• Assessing the effectiveness of leadership development programs.
• Investigating the role of corporate social responsibility in brand perception.
• Analyzing the impact of mergers and acquisitions on organizational culture.
• Developing a comprehensive talent management strategy.
• Implementing performance measurement systems for organizational success.
• Evaluating the effectiveness of business process reengineering.
• Analyzing the impact of globalization on business strategy.
• Developing strategies for effective change management in organizations.
• Investigating the role of emotional intelligence in leadership effectiveness.

Management Capstone Project Ideas

• Leadership development and its impact on organizational success.
• Change management strategies for mergers and acquisitions.
• Improving employee engagement through effective communication.
• Sustainable business practices: a case study analysis.
• Enhancing organizational culture for innovation and creativity.
• Developing effective conflict resolution strategies in the workplace.
• Analyzing the impact of diversity and inclusion on team performance.
• Implementing lean management principles for operational efficiency.
• Evaluating the effectiveness of performance appraisal systems.
• Investigating the role of ethics in organizational decision-making.
• Optimizing project management processes for successful outcomes.
• Enhancing customer relationship management for increased satisfaction.
• Analyzing the impact of leadership styles on employee motivation.
• Implementing knowledge management systems for improved collaboration.
• Developing strategies for effective organizational communication.

Computer Science Capstone Project Ideas

If you're about to commence your computer science capstone project, we recommend exploring our list of the best online computer science degree programs .

• Designing an intelligent traffic management system using AI.
• Developing a secure and efficient data encryption algorithm.
• Creating a recommendation system based on machine learning algorithms.
• Designing a computer vision system for object recognition.
• Implementing a natural language processing application for sentiment analysis.
• Developing a scalable and secure cloud computing architecture.
• Designing a real-time collaborative coding platform for software development.
• Creating an algorithm for optimizing social media content delivery.
• Implementing a cybersecurity framework for network protection.
• Developing a virtual reality application for immersive training experiences.
• Designing an automated testing tool for software quality assurance.
• Creating a data visualization platform for complex datasets.
• Implementing a machine learning model for predictive maintenance.
• Developing a mobile app for personalized health monitoring.
• Designing a blockchain-based solution for secure document verification.

Education Capstone Project Ideas

• Designing and implementing inclusive education practices.
• Evaluating the impact of technology in elementary education.
• Developing strategies for effective classroom management.
• Assessing the efficacy of online learning platforms.
• Creating a curriculum for culturally responsive teaching.
• Investigating the relationship between teacher professional development and student performance.
• Designing gamified learning experiences for middle school students.
• Implementing a peer mentoring program to enhance student success.
• Analyzing the effectiveness of project-based learning.
• Developing a comprehensive school safety plan.
• Investigating the impact of parental involvement on student achievement.
• Designing a blended learning model for higher education.
• Assessing the benefits of outdoor education programs.
• Creating an intervention program for students with learning disabilities.
• Analyzing the influence of socioeconomic factors on educational attainment.

Marketing Capstone Project Ideas

• Developing an integrated digital marketing campaign for a product launch.
• Analyzing the effectiveness of social media influencer marketing.
• Assessing consumer perceptions of sustainable brands.
• Designing a customer loyalty program for retail businesses.
• Investigating the impact of packaging design on consumer purchasing behavior.
• Implementing data analytics for market segmentation.
• Creating a branding strategy for a non-profit organization.
• Evaluating the role of emotional appeals in advertising.
• Analyzing the impact of celebrity endorsements on brand image.
• Developing a marketing plan for the launch of a new product.
• Investigating the effectiveness of content marketing strategies.
• Designing and implementing a targeted email marketing campaign.
• Assessing the influence of cultural factors on international marketing.
• Creating a social responsibility campaign for a corporate brand.
• Analyzing consumer behavior in the era of e-commerce.

Accounting Capstone Project Ideas

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• Implementing blockchain technology for secure financial transactions.
• Evaluating the impact of tax policy changes on business financial planning.
• Assessing the effectiveness of forensic accounting in fraud detection.
• Designing a cost accounting system for manufacturing processes.
• Analyzing the financial implications of sustainability initiatives.
• Implementing data analytics for financial forecasting.
• Developing strategies for risk management in financial institutions.
• Evaluating the impact of accounting software on organizational efficiency.
• Investigating the role of corporate governance in financial reporting.
• Designing and implementing internal controls for financial compliance.
• Assessing the financial performance of socially responsible investments.
• Analyzing the impact of international financial reporting standards.
• Implementing a budgeting and financial planning system for organizations.
• Designing a financial literacy program for small businesses.
• Investigating the role of artificial intelligence in auditing processes.

Psychology Capstone Project Ideas

If you're working on your psychology capstone project, we encourage you to explore our guide on how to write a psychology case study .

• Investigating the impact of mindfulness practices on stress reduction.
• Designing and implementing a mental health awareness campaign.
• Assessing the effectiveness of therapeutic interventions for anxiety disorders.
• Analyzing the relationship between sleep patterns and cognitive functioning.
• Implementing a positive psychology intervention for workplace well-being.
• Evaluating the effectiveness of online mental health support platforms.
• Investigating the role of social support in coping with trauma.
• Designing and conducting a study on the psychology of decision-making.
• Assessing the impact of technology on children's cognitive development.
• Analyzing the factors influencing resilience in the face of adversity.
• Implementing a mental health stigma reduction program.
• Designing and evaluating a mindfulness-based intervention for depression.
• Investigating the psychological effects of social media use on adolescents.
• Assessing the impact of cultural factors on psychological well-being.
• Designing and conducting research on the psychology of motivation.

Engineering Capstone Project Ideas

• Designing a sustainable energy solution for a community.
• Implementing smart city technologies for urban infrastructure improvement.
• Developing a drone-based monitoring system for environmental conservation.
• Designing and testing a renewable energy-powered vehicle.
• Investigating the use of 3D printing in construction for cost efficiency.
• Analyzing the efficiency of water treatment technologies for clean water supply.
• Designing an automated system for monitoring and maintaining infrastructure.
• Evaluating the environmental impact of transportation systems.
• Investigating the use of artificial intelligence in optimizing energy consumption.
• Designing a smart irrigation system for sustainable agriculture.
• Implementing structural health monitoring for building safety.
• Developing a waste management system with a focus on recycling technologies.
• Analyzing the impact of green building technologies on energy efficiency.
• Designing and testing a solar-powered desalination system.
• Investigating the potential of geothermal energy for sustainable power generation.

Cybersecurity Capstone Project Ideas

• Implementing a secure multi-factor authentication system.
• Designing and conducting penetration testing for network vulnerabilities.
• Analyzing the effectiveness of intrusion detection and prevention systems.
• Developing a cybersecurity awareness training program for organizations.
• Investigating the use of artificial intelligence in threat detection.
• Designing and implementing a secure software development lifecycle.
• Evaluating the security implications of Internet of Things (IoT) devices.
• Implementing a comprehensive incident response plan for cybersecurity incidents.
• Analyzing the effectiveness of biometric authentication systems.
• Designing a secure cloud computing architecture for sensitive data.
• Investigating the impact of social engineering attacks on organizational security.
• Assessing the vulnerabilities of industrial control systems.
• Designing and testing a secure blockchain-based system.
• Implementing a cybersecurity risk assessment framework for businesses.
• Investigating the role of machine learning in cybersecurity threat analysis.

Selecting a compelling capstone project topic is of paramount importance as it serves as the foundation for a student's culminating academic experience. The topic not only reflects the culmination of the knowledge and skills acquired throughout a course of study but also offers an opportunity for students to delve into a subject they are passionate about. 

A well-chosen capstone project topic provides a platform for students to demonstrate their expertise in a particular area, showcase their problem-solving abilities, and apply theoretical knowledge to real-world situations. This final project often becomes a showcase piece in a student's academic portfolio, leaving a lasting impression on future employers or academic institutions.

As a result, the selection of a compelling capstone project topic not only enhances the student's academic journey but also contributes to the broader academic community. The process of choosing a topic requires careful consideration of personal interests, real-world relevance, and feasibility, ensuring that the capstone project becomes a meaningful and impactful endeavor that aligns with the student's academic and professional goals. While brainstorming on your topic, don’t forget to say, ‘ Do my essay for me ,’ so we can sort your other pending assignments ASAP.

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• Research article
• Open access
• Published: 19 May 2020

A global health capstone: an innovative educational approach in a competency-based curriculum for medical students

• Stacey Chamberlain   ORCID: orcid.org/0000-0002-8642-2129 1 ,
• Nicole Gonzalez 1 ,
• Valerie Dobiesz 2 ,
• Marcia Edison 1 ,
• Janet Lin 1 &
• Stevan Weine 1  

BMC Medical Education volume  20 , Article number:  159 ( 2020 ) Cite this article

3533 Accesses

3 Citations

Metrics details

Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated four classes. As part of the four-year curriculum, students complete a longitudinal global health capstone project. This paper describes the global health capstone project as an innovative educational tool within a competency-based curriculum.

The authors define and describe the longitudinal global health capstone including specific requirements, student deliverables, and examples of how the global health capstone may be used as part of a larger curriculum to teach the competency domains identified by the Consortium of Universities for Global Health. The authors also reviewed the final capstone projects for 35 graduates to describe characteristics of capstone projects completed.

The global health capstone was developed as one educational tool within a broader global health curriculum for medical students. Of the 35 capstones, 26 projects involved original research (74%), and 25 involved international travel (71%). Nine projects led to a conference abstract/presentation (26%) while five led to a publication (14%). Twenty-one projects (60%) had subject matter-focused faculty mentorship.

Conclusions

A longitudinal global health capstone is a feasible tool to teach targeted global health competencies and can provide meaningful opportunities for research and career mentorship. Further refinement of the capstone process is needed to strengthen mentorship, and additional assessment methods are needed.

Peer Review reports

Participation in global health activities by U.S. medical students has grown substantially in recent decades [ 1 ]. Although global health interest has grown, many schools still do not offer structured global health curricula, and there is little standardization for didactic, clinical, scholarly, and cultural components across programs [ 2 , 3 ]. The past decade saw the development of essential competencies to guide global health curricular development [ 4 , 5 , 6 , 7 , 8 , 9 , 10 ]. However, many programs lack well-defined competencies outlining critical skills for global health practitioners. The most notable global health competency framework identifies 39 competencies across 11 domains and was published in 2015 by an interdisciplinary expert panel from the Consortium of Universities for Global Health (CUGH). Many of the identified competencies include not only knowledge acquisition but also skills building and attitude formation [ 4 ]. Particularly in resource-limited settings involving different cultures, political climates, and power dynamics, effective global health practitioners need competence in cultural humility, inter-professional collaboration, ethical conduct, and promotion of health equity. One major challenge is for educators to identify methods to teach these competencies that will enable students to become successful global health practitioners.

Aspects of various global health curricula have been published. Some describe didactic curricula focused on topics such as cultural competency and communication [ 11 ]. Others describe educational formats including e-learning or simulation-based learning to teach competencies such as ethics or professional practice in low-resource settings [ 12 , 13 , 14 ]. Many programs involve international electives or service-learning experiences, and best practice approaches have been proposed to help students in short-term global health experiences build skills in cross-cultural effectiveness, capacity building, and collaboration while addressing the needs of host communities and partners [ 15 , 16 , 17 , 18 ]. Although there are some published descriptions of global health capstones for pharmacy and bioengineering students, there are no known published descriptions of global health capstones as part of an educational curriculum for medical students [ 19 , 20 ].

The Global Medicine (GMED) Program is a longitudinal four-year track for select medical students that began in 2012, in response to increased interest in global health at the University of Illinois Chicago College of Medicine (UICOM). Completion of a longitudinal capstone project is required as part of the GMED program. Using a global health capstone project as an educational method for medical students is a novel construct. Although capstones are reported in other disciplines, they have not been routinely incorporated into global health medical student programs. Other fields found capstones beneficial because they allow students to:

Become involved in sustainable impact-oriented research [ 21 ].

Build skills in scholarship and professionalism including writing, presenting, and integrating “core theoretical concepts to form a broad view of professionalism.” [ 21 , 22 , 23 ]

Develop research mentorships and relationships with faculty [ 21 ].

In this paper, we describe the global health capstone including how the capstone can be used to teach essential global health competencies, and we report on characteristics of the global health capstone for the first 35 graduates of the GMED Program. This educational method may be of value to other global health educators who wish to develop or strengthen their global health training programs for health professions students.

Development of the Global Health Capstone

The UICOM GMED Program recruited its first class in 2012 and has since graduated four classes. The program’s goal is to improve the health of populations worldwide by training the next generation of global health leaders [ 24 ]. As part of the program, each GMED student must develop, implement, and present a capstone project to successfully complete the program. The global health capstone is defined as a longitudinal scholarly work focused on expanding knowledge and understanding of global health issues among underserved populations throughout the world. The capstone culminates in an oral presentation and reflection paper at the end of the final year of medical school. In 2019, we added an additional requirement of a formal written paper. The capstone is designed to allow students to acquire knowledge and skills through project planning and implementation.

The global health capstone was developed by a multidisciplinary group of faculty with global health and education experience following the steps outlined in the following section:

Develop Global Health capstone objectives

Faculty identified global health capstone objectives that focused on skills-building and complemented other components of the global health curriculum. The following objectives were identified for GMED students completing the capstone project:

Demonstrate and apply an understanding of global health education competencies;

Identify and utilize credible and scholarly sources of information concerning global health topics and perform an in-depth review of the literature;

Define an overall purpose and associated specific aims for the project;

Collaborate with a faculty mentor to ensure adequate progress on the project and receive regular feedback and evaluations;

Demonstrate effective professional and scientific communication skills through written products and presentations;

Apply critical thinking skills and a scientific methodology to the analysis of a project.

Define capstone focus and parameters

Koplan defines global health as, “an area for study, research, and practice that places a priority on improving health and achieving equity in health for all people worldwide. Global health emphasizes transnational health issues, determinants, and solutions; involves many disciplines within and beyond the health sciences and promotes interdisciplinary collaboration; and is a synthesis of population-based prevention with individual-level clinical care.” [ 25 ] Using this definition of global health to frame the focus of the capstone, students were instructed to identify a global health area that they might want to study further.

Because the UICOM has additional special tracks that address urban and rural health, we further required that global health capstone projects should focus on issues in low- and middle-income countries (LMICs) or people from LMICs. This narrower focus allowed our program to avoid overlap with the other programs at our institution that concentrate on domestic health disparities.

Describe capstone structure

Capstone projects could vary in structure and content depending on students’ interests. All students received faculty advising that provided guidance for capstone completion. Projects could focus on original global health research or be comprised of curriculum design, program implementation, field practicum, systematic review, or a meta-analysis. All students were expected to demonstrate an understanding of these accepted global health core competencies: [ 4 ]

Global Burden of Disease

Globalization of Health and Healthcare

Social and Environmental Determinants of Health

Capacity Strengthening

Collaboration, Partnering, and Communication

Professional Practice

Health Equity and Social Justice

Program Management

Sociocultural and Political Awareness

Strategic Analysis

Table  1 identifies how the global health capstone can be used as a tool to address each competency domain and provides illustrative examples from completed student projects.

Identify capstone requirements and timeline

Specific deliverables were identified for the capstone project that would be required throughout the 4 years of medical school (Fig.  1 ). During the first year, each student identifies a particular global health issue, performs a literature review, writes a brief paper, and delivers a short oral presentation on his/her selected topic to peers and faculty. In the second year, each student identifies a specific project, defines his/her role in that project, establishes methods and a timeline for project completion, and prepares and presents a scientific poster. In the third and fourth years, students focus on capstone project implementation and evaluation, culminating in oral presentations summarizing their work. In their final presentations, students identify the global health problem addressed; describe the methods, results, and conclusions of the completed projects; and discuss the implications of their projects on the health of underserved communities and on their future practice as global physicians. Graduating students also submit a self-reflection paper upon capstone completion. This paper encourages students to reflect on their accomplishments, articulate the challenges and successes of their projects, and internalize their experiences to translate knowledge acquired to their personal and professional growth.

Global Health Capstone Process Map

It is critical to note that the capstone is only one component of the GMED program. In addition to the regular medical school curriculum, the GMED program includes didactic instruction, colloquia, and skills-building workshops described elsewhere [ 24 ]. GMED programming also includes exposure to supplementary content (e.g. cultural competency, economic perspectives of global aid, ethics of volunteerism) as well as alternative interactive learning formats including film reviews, book club discussions, and simulation-based cases.

Adapt and revise capstone requirements

Based on student feedback and faculty observation, several modifications were made to the original capstone design. We revised and more precisely defined the focus for global health capstone projects; this adaptation was made in response to project proposals that did not clearly have transnational health relevance. We adapted the capstone objectives to include updated global health competencies. The original GMED curriculum addressed global health competencies identified in 2010 by the Global Health Education Consortium. An expanded and updated list of competencies was identified by CUGH in 2018, and we revised our capstone objectives and guidelines to reflect this change [ 4 , 10 ]. A written scholarly paper was added as a requirement for 2019 graduates. Submitting an abstract to a non-UICOM conference was added as a third year requirement that will take effect starting in 2020. Ongoing capstone adaptations based on the findings of this review include instituting a new mentorship program (see Discussion).

We performed a retrospective review of graduating medical student capstone projects from the first three GMED cohorts (2016–2018) to determine the nature and range of projects completed. We were specifically interested in: [ 1 ] the types of projects completed [ 2 ]; whether the students identified a project faculty mentor [ 3 ]; whether the student travelled internationally as part of the project [ 4 ]; whether the project was related to the student’s chosen residency specialty; and [ 5 ] whether the project led to formal scholarship including an abstract/poster presentation or publication. To make these determinations, two authors (S.C., V.D., M.E., or J.L.) completed an independent document review of the capstone PowerPoint presentations of the first 35 graduating students. The authors then met, and any areas of disagreement were discussed until consensus was reached.

The criteria for each of the interest areas above are described here. For “types of projects completed,” we used the broad categories of clinical research, education, quality improvement, and service similar to other analyses [ 26 ]. We further characterized non-interventional clinical research capstones as systematic reviews versus original research. For original research projects, we determined whether projects used quantitative, qualitative, or mixed-methods. This information was gathered as part of our iterative process for the global health capstone design to help inform our team of potential areas of curricular enhancement. For example, if many students were completing qualitative analyses, we could consider adding additional qualitative assessment instruction as part of the formal GMED curriculum.

As noted previously, all students were assigned a faculty advisor who provided guidance throughout the capstone process. However, these advisors were not necessarily project mentors who possessed content expertise in the capstone area of focus, or may not have directly worked with the students on specific projects. Students who had capstone project-specific mentors explicitly mentioned in their presentations were considered to have had “project faculty mentors.”

It was determined that the student travelled internationally based on the final presentation. Similarly, the extent to which the project was related to residency specialty was determined by the judgment of the faculty reviewers, who decided if there was an evident relationship between the subject matter of the capstone project and the known scope of practice and subject matter relevance to a medical specialty. For example, a project on post-partum hemorrhage for a student who matched into orthopedic surgery was determined to be “unrelated,” but a project looking at point-of-care ultrasound use in emergency departments for a student who matched into emergency medicine was determined to be “related.”

A project led to a scholarly abstract/poster presentation and/or publication if students identified this in their presentations or if a PubMed search done at the time of our study revealed it. Publications of capstone work that occurred after students graduated, identified by the PubMed search, were included in this report.

Finally, one author (N.G.) identified capstone projects that illustrated aspects of the CUGH competencies based on student final presentations (Table 1 ).

The capstone is designed to enhance students’ scholarly skills and knowledge. As noted, students were given some flexibility as to the capstone structure and format. Of the initial 35 program graduates, 32 (91%) completed capstones involving non-interventional clinical research. Of those, five were systematic reviews, and one was a case series. Twenty-six capstones were categorized as original research. Of those, ten (39%) used mixed methods, ten (39%) used quantitative methods, and six (23%) used qualitative methods. Of the capstones that were not clinical research, two were education-focused and involved curriculum development, and one was a quality improvement project.

While all students had faculty advisors, 21 capstones (60%) involved projects where students had additional dedicated faculty mentorship, meaning they worked with a faculty member who possessed subject matter expertise and guided their capstone development and implementation. The remaining 14 projects (40%) were implemented in a more independent manner.

Capstones included projects in 14 different countries; eight additional projects had a transnational global health focus, and four projects focused on domestic and/or refugee populations in the U.S. (Table  2 ). Twenty-five capstones (71%) involved an international field experience.

Multiple medical specialty areas were identified, with the largest percentage of projects focused on emergency medicine (29%), obstetrics/gynecology (17%), and primary care (14%). Other projects focused on internal medicine (9%), psychiatry (6%), neurology (3%), ophthalmology (3%), and pediatrics (3%). In addition, six projects (17%) did not clearly align with a medical specialty area and instead focused on topics including environmental health, medical ethics, health systems, medical education, and mobile health (mHealth) smartphone applications. Eighteen students (51%) completed capstones related to their chosen medical residency specialty. Twenty-six percent of students presented capstone-related abstracts or presentations at conferences, and five (14%) authored peer-reviewed publications related to their capstones.

A longitudinal global health capstone is feasible for medical students

Overall, we found that a four-year longitudinal capstone is feasible. Skill development, knowledge acquisition, and mentorship were among the most important outcomes of the capstone process, and those outcomes were not dependent on students completing a single long-term project. Although many students had more than one specific project during their capstone, all students went through the same four-year longitudinal process with defined deliverables during each year of medical school. We found the focus on process important to provide a continuum of mentorship and opportunity to build cross-disciplinary skills, while allowing the students flexibility to change their specific final project focus and adapt to barriers they encountered in project implementation.

Giving students the flexibility to change their final project focus over time enables students to pursue meaningful scholarship related to their future specialties as their career interests evolve. In addition, it allows some students to participate in different aspects of serial short-term projects. One of the greatest challenges for students we noted was in identifying projects; this may be mitigated by directing students to focus on building translatable skills rather than focusing on specific geographic project locations, patient populations, or narrow topical areas.

We observed personal and professional growth of students as they faced challenges in project planning and implementation. The obstacles confronted by our students reflect real world challenges of global health work and provided student learning opportunities. A longitudinal 4-year capstone with defined progressive requirements exposes students to the challenges of global health work including mentor identification, ethical review of human subjects research, data collection delays, and lack of student availability at times due to competing priorities of exams and clerkships.

Capstones create an opportunity for dedicated mentorship

Rather than assigning project mentors, students are encouraged to pursue global health capstone projects with mentors they align with. Although every student is assigned an advisor to provide support for program completion, these advisors are not necessarily content experts in the student’s research area of interest. Sixty percent of GMED graduates ultimately completed a capstone project where they received dedicated topic-specific faculty mentorship. Completion of quality global health capstones could be enhanced with strategic efforts to create more structured mentorship and recruit more global health faculty.

The mentorship process for successful capstone development and completion can be improved by making sure that every student identifies a research mentor. We anticipate that dedicated mentors can improve the quality of the capstone experience and help the students create a stronger final scholarly product. We found that 26% of students presented capstone-related abstracts at conferences, and 14% were able to publish work related to their capstones. With dedicated project mentorship for every student, we aim to increase the number of students producing quality global health scholarship. For 2020, we added a requirement that students must submit a global health abstract to an external conference in the third year, and in 2019 we added the requirement that students submit a final written scholarly paper in addition to the oral presentations that were part of the original capstone requirements.

An additional aim of expanding our pool of capstone mentors is to increase multidisciplinary mentorship and collaboration among more varied medical specialty areas. When the program was founded, emergency medicine had strong representation among GMED program faculty, which may explain why almost a third of student capstones were in that specialty area. We have implemented a new structured mentorship program that provides wider faculty representation to ensure that students are provided necessary support and guidance regardless of the students’ chosen area of interest.

The capstone is synergistic with other modalities for teaching CUGH competencies

The global health capstone addresses, in part, each competency domain identified by CUGH, but the global health capstone is part of a larger curriculum that employs multiple educational modalities. Some CUGH competencies may be better achieved through these alternate methods, such as lectures, group discussion, and simulation-based exercises. We have also added additional didactic content to support student capstone success and competency attainment including skills-based workshops that focus on community engagement, global health research and scholarship, as well as global health policy and advocacy.

Many students were able to complete global health capstones that did not require international travel. Considering personal and financial restrictions that may affect students’ ability to travel, the global health capstone reinforces the view that global health can focus on transnational health issues addressing health equity, and one need not always travel to participate in effective global health work.

Limitations

This paper aimed to provide a description of the global health capstone including types of projects completed; however, it did not identify clear metrics for capstone success or evaluate student capstone projects. It identified how capstones may be used to teach global health competency domains but did not determine the effectiveness of this approach nor if there are particular domains that are better addressed by this educational tool. Finally, numerous challenges in the assessment of global health competencies have been identified [ 27 , 28 ]. Attempts have been made to develop measures such as surveys, structured instruments, and self-assessments in order to objectively assess global health competencies, but more research is needed in this area, including developing validated measures to assess global health capstones [ 12 , 29 , 30 ].

As the bar is raised on global health education beyond just international electives, students need integrated and formalized programming that enables them to develop skills and the ability to apply concepts in impactful global health endeavors. A structured global health capstone is one method for teaching global health competencies and preparing students for careers as global health practitioners and leaders. The implementation of a global health capstone in medical school is feasible and shows promise as an educational tool that may help teach essential global health core competencies as part of a broader curriculum. Well-defined criteria and expectations for global health capstones may improve scholarly quality and productivity, and strong mentorship is essential for successful capstone and program completion. Further refinement of the global health capstone may allow educators to help students build scholarly skills and target additional competency domains.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Global Medicine Program

University of Illinois College of Medicine

Consortium of Universities for Global Health

Low- and Middle-Income Country

Human Immunodeficiency Virus

Acquired Immunodeficiency Syndrome

mobile health

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Acknowledgements

The authors wish to thank the GMED students who have enthusiastically participated in the program, including completing the global health capstone projects reviewed in this article.

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SC contributed to the study design, data analysis, and writing of the manuscript. NG contributed to the study design, data analysis, and writing of the manuscript. VD contributed to the study design, data analysis, and editing/revision of the manuscript. ME contributed to the study design, data analysis, and editing/revision of the manuscript. JL contributed to the study design, data analysis, and editing/revision of the manuscript. SW contributed to the study design and editing/revision of the manuscript. All authors read and approved the final manuscript.

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Stacey Chamberlain is Associate Professor, Department of Emergency Medicine, and Director of Academic Programs, University of Illinois Chicago Center for Global Health, Chicago, IL.

Nicole Gonzalez is Research Specialist, University of Illinois Chicago Center for Global Health, Chicago, IL.

Valerie Dobiesz is Assistant Professor, Department of Emergency Medicine, and Director of Internal Programs STRATUS Center for Medical Simulation, Brigham and Women’s Hospital, Faculty Harvard Humanitarian Initiative, Harvard Medical School, Boston, MA.

Marcia Edison is Assistant Professor, Department of Medical Education, and Director of Research and Evaluation, University of Illinois Chicago Center for Global Health, Chicago, IL.

Janet Lin is Professor, Department of Emergency Medicine, and Director of Health Systems Development, University of Illinois Chicago Center for Global Health, Chicago, IL.

Stevan Weine is Professor, Department of Psychiatry, and Director of Global Medicine, University of Illinois Chicago Center for Global Health, Chicago, IL.

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Chamberlain, S., Gonzalez, N., Dobiesz, V. et al. A global health capstone: an innovative educational approach in a competency-based curriculum for medical students. BMC Med Educ 20 , 159 (2020). https://doi.org/10.1186/s12909-020-02070-z

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Capstone Projects

All CGH concentrators complete a substantial project focusing on the health of human populations. The project may reflect a significant civic engagement experience, a major research project, or a hybrid of the two.  Students present their projects to the college community during a poster session held each Spring.  Below you will find examples of the projects students have completed recently.  Guidelines for the capstone projects are available here .

Wynonna Ardiansyah ’16  (Jakarta, Indonesia):  Capacity Building to Tackle Food Insecurity

Omar Mansour ’16 (Salt, Jordan):  Using Survival Analysis to Identify Risk Factors for Treatment Default among New and Retreatment Tuberculosis Patients in Kenya

Matthea Roemer ’16 (Lehighton, PA):  Implementing a Regional Nutrition Program in Rural Senegal

Andjelka Radevic ’16 (Rozaje, Montenegro):  Product Liability Law and Public Health

Chloe Shumaker ’16 (Princeton, NJ):  Reaching the Unreachable:  Linking Poverty Reduction, Social Protection, and Tuberculosis Care Services in Kenya

Lily Alexander ’14 (Takoma Park, MD):  The Ecology of Poverty of Chagas Disease in the United States:  The Invisible Population of the US-Mexico Borderlands

Rebecca Gans ’14  (Briarcliff Manor, NY):  Choice and Childbirth for Queer Women in Amsterdam

Kate Adelsheim ’14 (Palo Alto, CA):  Female Sterilization Use of Low-Income Women in Mumbai, India

Mollie Mayfield ’11 (Hillsborough, NC): “Cooking Matters: Nutrition, Knowledge, and Empowerment to Eliminate Child Hunger”

Luisa Paredes ’11 (Santo Domingo, Dominican Republic): “Addressing the Health Necessities of Hispanic Immigrants in the Twin Cities”

Dominika Šeblová ’11 (Prague, Czech Republic): “Challenges of Injury Prevention in the Czech Republic”

Mina Tehrani ’11 (New York, NY): “Stories and Cesareans: Prenatal care for Somali patients at a Minneapolis Clinic”

Cheryl Zogg ’11 (Fargo, ND): “Understanding Infrastructure: An Analysis of Healthcare Systems in Bangladesh”

Sharmila Raghunandan ’10 (Bangalore, India), “An Analysis of the Effects of Unemployment on Suicide Rates”

Bryce Slinger ’10 (Raleigh, NC), “Emergency Caregiver Burnout: A Rural South African Case Study”

Soukeyna Sylla ’10 (Dakar, Senegal), “Toward Free Access to HIV/AIDS Antiretroviral Drugs: A Senegalese Initiative”

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1. Pre-Planning for Your Capstone Project

Learning Objectives

By the end of this chapter, you will be able to:  

• Explain the capstone experience.
• Identify soft skills that can be developed/refined throughout the capstone experience.
• Describe the importance of capstone projects for academic and professional career development.
• Identify at least two steps you can take to pre-plan/prepare for your capstone project.

This chapter will guide you through the pre-planning phase of your capstone experience. Examples of capstone formats utilized by various schools and universities are included in this chapter.  General educational goals of capstone projects are reviewed and the importance of a capstone experience for academic and professional career advancement is discussed.  Strategies that can help you prepare for your capstone experience are explained.

Introduction

The amount of stress that accumulates over the course of one’s college experience can be overwhelming.  Understanding what a capstone project entails and using strategies and skills that have been acquired throughout your academic career, will help you pre-plan for relevant and meaningful capstone experiences, while reducing stress.

What Exactly Is a Capstone Project?

A capstone project is a multifaceted assignment for professional students that serves as a culminating academic and intellectual experience.  Therefore, capstone projects can also be referred to as capstone

experiences, culminating projects, or senior exhibitions.   Capstone projects usually occur in the final year of professional academic programs and they may or may not be research based.  Constructed by your school, your professional program within your school or university, and learning experience, capstone projects can take a variety of forms (Refer to Table 1-1:  Examples of Capstone Project Formats).  While capstone projects are in some ways like a college thesis, capstone projects are typically long-term investigative projects that culminate into a final product, presentation, and/or performance (Sabbot, 2016).

Table 1-1:  Examples of Capstone Project Formats

Source:  Moore, J. L. (2021, December 2). Capstone experiences . Center for Engaged Learning. Retrieved July 15, 2022, from https://www.centerforengagedlearning.org/resources/capstone-experiences/ 

Within health professions, the clinical doctorate has been traditionally driven by innovation in practice and the advancement and evolution of the health profession’s field.  Furthermore, clinical doctorate degrees are meant to provide graduates with the skills necessary to engage in direct clinical practice and leadership endeavors, which may influence healthcare program development and policy changes.  Simply, doctoral capstones provide accomplished students with an opportunity for in-depth professional practice within an area of focus (Kemp, Domina, Delbert, Rivera & Navarro-Walker, 2020).

Capstone projects have long been a hallmark of professional education. Capstone projects aim to help you recognize your own growth and development during your scholarly pursuits.  Capstone projects are also an effective method of showcasing attained and refined skills and competencies (Moore, 2021).  Furthermore, capstone projects are designed to encourage you to think critically, solve challenging problems, and showcase  hard and unique soft skills. (Refer to Table 1-2:  Examples of Hard Skills and Soft Skills for Clinical Professionals and Professional Students)

Table 1-2 :  Examples of Hard Skills and Soft Skills for Clinical Professionals and Professional Students  

Sources:  Benz, C., Johns, S., & Team, the R. G. (2022, February 18). What are hard skills? definition & 51 hard skills examples. Resume Genius. Retrieved July 16, 2022, from https://resumegenius.com/blog/resume-help/hard-skills; Coombe, T. (2021, February 25). Soft & Hard Skills for occupational therapy students: How to get them. EduMed. Retrieved July 16, 2022, from https://www.edumed.org/online-schools/occupational-therapy programs/studentskills/; and Kohler, C. (2021, December 17). What are soft skills? here’s how to showcase them on your resume . TopResume. Retrieved July 16, 2022, from https://www.topresume.com/career-advice/soft-skills-and-how-to-showcase-them-on-resume. 

Educational Goals for Capstone Projects

Capstone experiences within some schools and universities are designed to provide students with opportunities to become engaged in some aspect of clinical practice. Consequently, educational institutions will typically have their own capstone-specific goals. Even within a single school or university, the range of capstone-related goals and expectations can differ from program to program. For these reasons, it is important to review your specific program’s capstone project requirements and  capstone syllabi.  By recognizing the general educational goals of capstone projects, you will acquire a better understanding of the capstone process and how it can be used for professional development not only  throughout but beyond your academic career (Sabbot, 2016). (Refer to Table 1-3:  General Educational Goals of Capstone Projects). 

Table 1-3:  General Educational Goals of Capstone Projects

Source:  Moore, J. L. (2021, December 2). Capstone experiences . Center for Engaged Learning. Retrieved July 15, 2022, from https://www.centerforengagedlearning.org/resources/capstone-experiences/.

Importance of Capstone Projects

Clinical doctoral programs are rigorous and demanding practice-focused programs that are designed to prepare students to become experts in clinical practice settings.  In this vein, capstone projects are heavily focused on innovative and evidence-based practices that not only reflect your ability to transfer didactic knowledge and research findings into a practice setting but to also evaluate and disseminate new knowledge to advance evidence-based care (Anderson, Knestrick & Barroso, 2015).  For example, in a school or university students are continually working on theoretical assignments, which allows them to acquire basic knowledge that supports their career path.  However, the capstone project extends beyond textbooks and classrooms as you begin to become immersed in real-world cases in real-life environments. Capstone projects can help you to become familiar with some of the issues professionals in your chosen area of study and/or interest may commonly face in the field.  Consequently, the experiential learning you will gain from your capstone experience is invaluable in relation to your entry into, and advancement in, your respective profession (Russel, 2022).

Capstone projects are considered scholarly pieces of work.  The intent of capstone projects is to create an effective and comprehensive product that will provide you with an opportunity to showcase your academic abilities, skills, and competencies.  In this fashion, capstone projects can be viewed as a springboard for career advancement or an entrepreneurial venture.  By taking a few steps to understand and prepare for your capstone experience, you will be able to effectively integrate learned knowledge into a real-world issue in a manner that is purposeful, meaningful, and marketable (Refer to Table 1.4:  Preplanning Strategies Students Can Use for Meaningful Capstone Experiences).

Table 1.4:  Preplanning Strategies Students Can Use for Meaningful Capstone Experiences

Understanding what a capstone project is and why it is an important component of academic and professional development will help you appreciate your capstone experience and maybe even enjoy it.  This chapter provided you with tips and strategies that will help you preplan for your capstone project.  The development of a meaningful and robust capstone experience requires a demonstration of need coupled with a professional area of interest (Bednarski, Bell & DeAngelis, 2020).  Preplanning can help ensure that your capstone project is relevant and impactful.

Case Study:  Examples

Glynn is an occupational therapist, who currently works in a physical disability rehabilitation setting.   Glynn is currently participating in a post-professional occupational therapy doctorate (OTD) program in an urban university setting.  According to Glynn’s OTD program, she will begin her capstone courses next semester.  In order for Glynn to prepare for their upcoming capstone experience, they will do the following:

• Review their resume and update it, as necessary
• Update their biographical information
• Review the educational goals of capstone projects within their program of study (OTD)
• Review the format of capstone projects within their program of study (OTD)
• Self-reflect on their professional career and consider topics of interest that could be potential capstone projects
• Glynn is taking an OTD course, which addresses health literacy initiatives for low-health literate patients. Glynn is very intrigued with this topic and is considering this topic for their capstone project.

Optimizing Your Capstone Experience: A Guidebook for Allied Health Professionals Copyright © 2023 by Virginia E. Koenig is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Capstone Project

The Capstone Project is a cornerstone of our program, offering students the chance to deeply engage with translational research topics they're passionate about. This endeavor spans the spectrum of therapeutics and diagnostics, including areas like drug therapy, vaccines, and gene therapy. It covers a wide array of research stages, from initial clinical translation to real-world application.

Time Commitment : Starting in the Winter Quarter and continuing through August 2025, students should plan for a minimum of 10 hours weekly on their project, with many dedicating more time to meet their objectives.

Projects may be laboratory-based (wet-lab or computational lab) or focus on clinical trials or regulatory aspects of translation. The culmination of the program includes a poster presentation and quarterly product development plan presentations. Unlike a thesis master's, the capstone emphasizes skill and knowledge application within a clinical context, supported by faculty mentorship and industry guidance.

Capstone Project Requirements

Areas of focus: Capstone projects should focus on therapeutics and/or diagnostics involving drug therapy and delivery, vaccines, immune measurements and therapy, or gene measurements and therapy, and can include a range of translational research activities from early-stage clinical translation (T0/T1) to preclinical optimization and validation (T2) to clinical validation and integration (T3) to implementation and dissemination in real-world settings (T4). The program is designed to equip students with the skills and knowledge necessary to navigate the complex and dynamic landscape of biomedical innovation and translation.

The capstone research project typically takes place within Stanford faculty research labs. However, working professionals (students who are already employed at local drug or biotech companies) have the option to conduct their capstone within their respective companies, benefiting from industry and academic mentorship.

Initiating a project:

Before officially starting M-TRAM studies in the Fall, students engage in in-depth discussions with the M-TRAM leadership team regarding their interests, career aspirations, and potential project concepts (between May to September. Through mutual agreement between the student and M-TRAM, efforts are made to identify and assign the most suitable capstone advisor based on alignment of interests and expertise.  

During the fall quarter, students dedicate time to engaging in thorough discussions with their advisors regarding potential research project ideas. They delve into in-depth reading and exploration of various concepts, aiming to refine and solidify their understanding of their potential projects. This period serves as a crucial phase for students to narrow down their focus and lay the groundwork for their capstone proposals.

By the end of the first quarter, students are required to present their capstone project proposal to the M-TRAM directors and other students in the program.

The proposal and capstone advisor must be approved by the M-TRAM Directors prior to the onset of the project.  

Goals of the capstone project:   The capstone project serves as a bridge between scientific innovation and real-world application, providing students with a hands-on experience in navigating the journey from idea conception to patient delivery. It's essentially an exercise in contextualizing scientific ideas within the broader landscape of healthcare, understanding where it fits in, and devising a strategic development plan for a therapeutic/diagnostic.

Throughout the capstone, students learn how to translate scientific concepts into actionable plans that address unmet medical needs and improve patient outcomes. This involves conducting thorough research to identify the clinical relevance and market potential of their ideas, as well as understanding the regulatory and commercial considerations involved in bringing them to fruition.By engaging in the capstone project, students gain valuable skills in strategic planning, market analysis, and stakeholder communication. They learn how to formulate a development plan that outlines the pathway from concept to commercialization, including key milestones, resource requirements, and risk management strategies.

Overall, the capstone project provides students with a comprehensive understanding of the process of biomedical innovation, equipping them with the knowledge and skills needed to drive meaningful change in healthcare.  

Capstone Committee: At the end of the first quarter, students designate a Capstone faculty advisor, and a technology advisor (this could be scientific mentor, such as a core director or a postdoctoral project mentor).  

Project timeline and progress: The student, M-TRAM directors and the Capstone advisors agree on a proposed timeline for completion. The Committee will review the proposal and offer guidance and monitoring throughout the project. During quarters two through four (Winter, Spring, Summer), students will meet regularly with their capstone advisors to discuss their progress. At the end of each quarter, student will present their progress to the M-TRAM directors and other students.

Capstone completion: Upon completion of the project, students will formally present their final results at the student research showcase in the beginning of September following their graduation. In addition to the poster, students will be required to present their capstone progress at the end of each quarter (December, March and May).

Capstone Project Proposal Guidelines

• Student will regularly meet with the advisor(s) and M-TRAM leadership to monitor progress of their project and to provide advice and feedback
• The culmination of the program includes a poster presentation at the M-TRAM Symposium (beginning of September after graduation) and quarterly product development plan presentations.
• MTRAM will support each student's research with a research stipend of $3,500 (reagents, consumables, kits, services).

CAPSTONE PROJECTS 2023/24

• “ AI/machine learning enabled structure-based drug discovery. ”
• Capstone advisor: Russ Altman, MD, Ph.D ., Kenneth Fong Professor of Bioengineering, Genetics, Medicine, Biomedical Data Science and (by courtesy) Computer Science), past chairman of the Bioengineering Department
• “Pharmacological validation of clinically relevant cancer targets “
• Capstone advisor: Nathanael Gray, MD, Ph.D ., Krishnan Shah Family Professor of Chemical and Systems Biology, Co-Lead of Medicinal Chemistry (IMA: Innovative Medicines Accelerator)

ANANYA JAIN

• “Developing therapeutics for pulmonary arterial hypertension (PAH).”
• Capstone advisor: Vinicio de Jesus Perez, MD , Associate Professor of Pulmonary and Critical Care Medicine

MAXIMILIAN NISSLEIN

• “Tumor infiltrating lymphocyte (TIL) therapy for solid tumors (melanoma)”
• Capstone advisor: Allison Betof Warner, MD, PhD , Assistant Professor of Medicine (Oncology), Director of the Melanoma Program and Faculty Leader of the Melanoma|Cutaneous Oncology Clinical Research Group in the SCI-Cancer Clinical Trials Office

ADRIANA CHU

• “Glycoproteomics based early cancer detection.”
• Capstone advisor: Carolyn Bertozzi, PhD , Baker Family Director of Stanford Sarafan ChEM-H, Anne T. and Robert K. Bass Professor, School of Humanities and Sciences
• Industry collaboration with InterVenn Biosciences (company)

JESSICA LAYNE

• "Anti-Myc cancer therapeutics"
• Capstone advisor: Dean Felsher, MD, PhD , Professor of Medicine (Oncology) and of Pathology, TRAM Director, M-TRAM Faculty Director, Co-Director Cancer Nanotechnology Program, Department of Radiology, Stanford School of Medicine, Director of Admissions/Associate Director, Medical Scientist Training Program, Director of Advanced Residency Training Program, Stanford University School of Medicine, Co-Director of Spectrum KL2 Mentored Development Program, Stanford University, School of Medicine
• "AI enabled drug discovery for breast cancer"
• Capstone advisor: Christina Curtis, MD, PhD , Professor of Medicine, Genetics and Biomedical Data Science, Director of Artificial Intelligence and Cancer Genomics, Director - Breast Cancer Translational Research (Stanford Cancer Institute), Co-Director - Molecular Tumor Board, Stanford Cancer Institut

ZAIN DIBIAN

• "T-reg cell immunotherapy for graft vs. host disease"
• Capstone advisor: Everett Meyer, MD, Associate Professor of Medicine, Division of Blood & Marrow Transplantation and Cellular Therapy

SHONA ALLEN

• " Developing a therapeutic for SMA (spital muscular atrophy) neurological disorder: computational analysis of clinical trial data"
• Capstone advisor: Jacinda Sampson, MD, PhD, Clinical Professor of Neurology and Neurological Sciencies

PETER CAROLINE

• "Immunotherapy for IBD (inflammatory bowel disease)"
• Capstone advisor: Sidhartha Sinha, MD, Assistant Professor of Medicine (Gastroenterology and Hepatology), Director of Digital Health and Innovation, Division of Gastroenterology & Hepatology   

CHLOE GERUNGAN

• "Developing a therapeutic for infectious disease (malaria)"
• Capstone advisor: Prasanna Jagannathan, MD , Assistant Professor of Medicine (Infectious Diseases) and of Microbiology and Immunology

JOEY OLSHAUSEN

• "Drug repurposing for treatment of cardio valve disease"
• Capstone advisor: Ian Chen, MD , Assistant Professor of Medicine (Cardiovascular Disease) and of Radiology (Veterans Affairs), Director, Translational Cardiovascular Research Laboratory, Veterans Affairs Palo Alto Health Care System, Director, VA/PAVIR Summer Research Program

Capstone Projects 2022-23

Chris aboujudom.

• “ Development of Novel MYC-directed Anti-cancer Therapeutics ”
• Capstone advisor: Dean Felsher, MD Ph.D ., Professor of Medicine (Oncology) and of Pathology, M-TRAM Program Director,

McKAY GOHAZRUA BUTLER

• “Developing protocols for isolation and purification of MYC-derived cancer extracellular vesicles (EVs) for improved diagnosis and monitoring of cancer.“
• Capstone advisor: Dean Felsher, MD Ph.D ., Professor of Medicine (Oncology) and of Pathology, M-TRAM Program Director

NIRK E. QUISPE CALLA, MD

• “Development of a combined cancer vaccine and immunotherapy (anti-PD-L1) delivery using dendritic cell-based microbubbles against triple-negative breast cancer”
• Capstone advisor: Ramasamy Paulmurugan, PhD , Professor of Radiology, Molecular Imaging Program at Stanford
• “Investigate the roles and therapeutic value of human anti-phagocytotic genes in augmenting CAR-T cell therapy”
• Capstone advisor: Crystal Mackall, MD (Capstone Primary Advisor Faculty Mentor), Founding Director of the Stanford Center for Cancer Cell Therapy, Professor of Pediatrics and Medicine

JULIAN WOLF, MD

• "High-resolution proteomic profiling of aqueous humor liquid biopsies as a diagnostic and prognostic tool for choroidal melanoma"
• Capstone advisor: Vinit Mahajan, MD, PhD , Professor of Ophthalmology, Vice Chair for Research (Ophthalmology)
• Capstone advisor: Nima Aghaeepour, PhD , Associate Professor of Anesthesiology, Pediatrics and Biomedical Science

Applications portal is now closed  

For the 2024/2025 academic year, we will be accepting applications for 2025/26, in the fall of 2024..

Questions? Contact us! [email protected]

Important Dates

September 2024 to January 2024:

• Applications accepted for 2025/26

December, 2024 (date tba):

• M-TRAM info session webinar for prospective students 

January 15, 2025:

• Applications are due for 2025/26

April, 2025:

• Admission Decisions

Sept. 2025: (date tba)

• M-TRAM research symposium and New Students Orientation (in person) - stay tuned for registration info

Sept. 22, 2025:

• First day of classes at Stanford (M-TRAM program starts)

Interested in Becoming an M-TRAM Industry Partner?

We welcome inquiries from biotechnology, pharmaceutical and other health care organizations interested in learning about opportunities to partner with M-TRAM: 

[email protected]

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100+ Interesting Capstone Project Ideas for Scholars to Excel

Table of Contents

How to Choose Excellent Capstone Project Ideas for Your Paper?

• 100+ Capstone Ideas Examples to Enhance Your Knowledge 

Still in Doubt Over Capstone Project? We Are Here!

Indeed, starting a capstone project is a significant turning point for students in various academic fields. The most challenging thing for them is to write their Capstone projects to complete their course. Additionally, looking for some effective Capstone project ideas makes things more challenging for them. So, are you also looking for assistance to pick some of the best writing topics? If you have no idea how and where to start, read this blog to get answers to every question. Certainly, this is because picking a unique and strong topic for capstone project requires months of efforts. You have to undergo a lot of analysis and presentation, which can be a difficult process. Hence, for your ease, we created an extensive list of over 100 best capstone project ideas to help students with this effort. Here we go!

Further, by taking an organized method and taking into account many factors. You may reduce the number of options to look for ideal high school capstone project ideas. It will let you find an excellent capstone project concept that fits in with your academic skills. Now, if you want to know the right ways to find Capstone project ideas for students, the below points will help.

Search Around Your Interest

Choosing capstone project topic ideas related to your interests will keep you engaged for your capstone project. Selecting topics that speak to you increases your chances of staying engaged. You should read some of the capstone project examples to better understand your interests. 

Research on Updated Data

Recall that linking to recent data and academic resources is essential for writing any academic capstone project. By including the results in your work, you can improve the reliability of your study. This will allow you to keep up with the learning and developments in your field and search for capstone project topics. 

Consult with Someone Experienced

You may ask for guidance from subject experts as things might sound new to you. They will help you get around your capstone project topics confidently and ensure they meet academic standards. It is because their knowledge and experience can offer priceless viewpoints on different capstone project high school topics.

Brainstorm Different Ideas

You can also brainstorm different topics online or with your friends. It is one of the great way, which can help you get a great ideas of capstone project topics for students. By coming up with good capstone project concepts, you can find opportunities for study. Additionally, start considering different Capstone project examples to come up with multiple viewpoints. 

To sum up, you should choose a topic of interest that fits your objectives and your passions. Choosing excellent Capstone project ideas for students is an essential stage in completing good academic duties. With careful thinking and preparation, you can start with capstone project ideas that advance your understanding.

100+ Capstone Ideas Examples to Enhance Your Knowledge 

Starting a capstone project is an exciting undertaking that marks the end of a long period of academic training. For this reason, we have put up a wide range of more than 100 capstone work ideas from various scientific fields.This will point you toward a project that can show your skills and expand your knowledge in your choice. Further, you can always trust our online assignment help for better results.

Best Capstone Engineering Project Ideas for Students

• Create a prototype vehicle that runs on renewable energy.
• Using IoT sensors, create a smart irrigation system for effective water management.
• Establish an aerial surveillance system for agricultural monitoring using drones.
• Create a prosthetic limb with advanced capabilities at a minimal cost.
• Create a home automation system with an Arduino or Raspberry Pi.
• Provide a water filtration system for isolated locations that run on solar power.
• Create a modest wind turbine to generate electricity off the grid.
• Make a smart cycling helmet with integrated navigation and safety functions.
• Create a working self-driving car prototype with machine learning algorithms.
• Create a sustainable urban transportation network that uses public transportation and electric cars. 
• Create a scalable and flexible hydroponic farming system for urban farming.

Moreover, do check our blog: Demonstrative speech ideas .

Nursing Capstone Project Ideas

• Nursing: fostering cultural competence.
• Lower Nurse Burnout and Increase Retention Rates plans.
• Improving Palliative Care Provision for Individuals with End-of-Life Conditions.
• Addressing the Opioid Crisis.
• Role of Nurses in Pain Management and Addiction Treatment.
• Examining How Nursing Leadership Styles Affect.
• Examining the Function of Nurses in Disaster Response.
• Developing Healthier Lives for Keeping Chronic Illnesses.
• Improving Interprofessional Collaboration in Nursing Education.
• Management of Chronic Diseases: Evaluating the Success of Programmes.
• Telehealth's Effect on Patient Care Results.

Information Technology Capstone Project Topics

• Creation of a safe password management program.
• Deployment of a voting system based on blockchain technology.
• Health Monitoring App.
• Virtual Reality (VR) training program for safety in the workplace.
• Constructing a customer service chatbot driven by AI.
• Creation of an IoT-enabled real-time traffic control system.
• Making a document management solution for enterprises that run on the cloud.
• Machine learning algorithm Application to financial transaction fraud detection.
• Using IoT devices: Smart home automation system.
• Making a program for staff members to learn cybersecurity awareness.
• Creation of a computer vision system to identify objects in movies and pictures.

Education Capstone Project Ideas 

• A Case Study Analysis of the Effects of Technology Integration in the Classroom
• Creating a Curriculum That Is Culturally Appropriate for a Range of Students
• Implementation of Social Emotional Learning (SEL) Programmes in Schools
• Examining the Advantages of Nature-Based Learning and Outdoor Education
• Methods To Overcome COVID-19 Educational Gaps.
• Encouraging Gender Equality and Inclusivity in Education: Techniques and Practice.
• Examining the Effect of Parental Participation on Academic Achievement in Students
• Assessing the Success of Flipped Classroom Approaches in Postsecondary Education
• Creating and Putting into Action a Peer Mentoring Programme to Promote Student Success
• Analyzing the Effects of Arts Education on Academic Achievement and Cognitive Development

Good Capstone Project Ideas

• Creating a health app for mobile devices to monitor and enhance fitness levels.
• Examining how renewable energy sources affect the sustainability of the environment.
• Develop a marketing plan to boost client interaction for a nearby small business.
• Examining the efficiency of mindfulness-based stress-reduction programs for university students.
• Creating a curriculum to encourage high school students to be financially literate.
• Investigating how artificial intelligence might be used to improve medical diagnosis.
• Assessing how well telemedicine works to increase rural residents' access to healthcare.
• Creating a project for sustainable urban agriculture to address the issue of food insecurity in urban areas.
• Mental Health Effects of social media.
• Smart home automation system to improve the energy economy. 
• Application of blockchain technology to supply chain administration.

Capstone Project Cybersecurity Ideas

• Using machine learning algorithms, an advanced intrusion detection system is being developed.
• The creation and deployment of a safe voting system based on blockchain technology.
• Assessing Cyber Threat Intelligence Systems to Improve Threat Identification and Reaction.
• Vulnerabilities in IoT devices are analyzed, and security measures are put in place.
• Establishing a Cyber Range Environment to Replicate Cyberattacks and Countermeasures.
• evaluating best practices for cloud security and putting secure cloud solutions into action.
• Examining and developing countermeasures for social engineering techniques.
• The creation and evaluation of a private mobile application that is secure.
• Creation of a Tool for Network Traffic Analysis to Spot Malicious Activity and Anomalies.
• Assessing Biometric Verification Systems to Improve Identity Verification.

Mechanical Topics for Capstone Project

• Creation and refinement of a car driven by renewable energy.
• Creation of an automated production method for a particular good.
• The creation of a small-scale wind turbine intended for domestic usage.
• Application of preventive maintenance methods to industrial equipment.
• Developing and building an agricultural irrigation system driven by solar energy.
• Making of an Internet of Things-based smart home HVAC system.
• The creation and evaluation of a high-performing, lightweight bicycle frame.
• Optimization of HVAC systems for energy efficiency in commercial buildings.
• Mechanized assembly in a manufacturing facility using a robotic arm.
• Creation and construction of a low-cost prosthetic limb prototype.

Mental Health Capstone Project Ideas

• College experience of reduced anxiety symptoms for students following mindfulness-based interventions.
• Investigating the Effectiveness of Cognitive Behavioural Therapy (CBT) for Adolescent Depression Treatment.
• Examining the Connection Between Young Adults' Mental Health and Social Media Use.
• Assessing Virtual Reality Therapy's Efficiency in Treating Veterans' PTSD Symptoms.
• Examining the Role of Exercise and Physical Activity in Improving Mental Well-being Among Older Adults.
• Evaluating the Effect of Art Therapy on Improving Coping Strategies in Schizophrenia Patients.
• Examining the stigma associated with mental health in minority communities and how it affects people who are looking for treatment.
• Examining How Well-Secured Online Peer Support Groups Are for Eating Disorder Recovery Participants.
• An assessment of the implementation of first aid programs for mental health in schools using a longitudinal study design.
• Examining the Connection Between College Students' Sleep Quality and Mental Health Results.

MBA Capstone Project Ideas

• Strategic Management Analysis: Examine the strategic management procedures used by a business and offer suggestions for enhancements.
• Create a market entry strategy to introduce a new product or service into a particular sector or geographical area.
• Financial Performance Evaluation: Assess a company's financial performance and make recommendations on ways to increase profitability.
• Supply Chain Optimisation.
• Initiative for Corporate Social Responsibility.
• Mergers and Acquisitions Analysis.
• Entrepreneurship company Plan.
• Foreign Business Growth entry strategy.
• Brand Management Strategy.
• Transformation Management Strategy.

Apart from all these you can also look our blog on statistics project ideas .

Management Capstone Project Ideas

• A Case Study Analysis of Using Agile Project Management in a Conventional Setting
• Improving Worker Engagement with Efficient Leadership Techniques: A Comparative Analysis
• Examining the Effects of Initiatives for Diversity and Inclusion on Organisational Performance
• Creating a Strategic Marketing Plan for the Launch of a Small Business
• Assessing Performance Management Systems' Ability to Increase Worker Productivity
• Examining the Contribution of Emotional Intelligence to Effective Leadership
• Enhancing Supply Chain Management Techniques to Cut Costs and Increase Productivity
• Putting Change Management Techniques into Practice to Handle Organisational Transitions with Success
• Evaluating the Effects of Technology Integration on Innovation and Development within Organisations
• Examining Corporate Social Responsibility and Sustainable Business Practices

So, are you also struggling to pick the most suitable nursing capstone project ideas or related fields of study? Then, come to Global Assignment Help, as there is nowhere else to look! Our platform provides an endless number of creative and personalized suggestions to get your academic path started. We have put together a wide range of project ideas to inspire you if you are exploring the finer points of nursing, MBA, IT, Cybersecurity, or engineering capstone project ideas.

Whether it is modern tech or ground-breaking medical advances, our services ensure you find the perfect project to highlight your skills and interests. Thus, with our extensive list of capstone project ideas, you may wave goodbye to doubts and reach your full capabilities.

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• Class of 2024 Present Capstone Project Results

Jun 11, 2024 | Cohort , NEWS

We are pleased to share the Class of 2024’s presentations with results from their capstone projects—each the culmination of two years of learning throughout the CSP masters program. These graduates have advanced research and practical applications across a suite of coastal science, policy, and sustainability issues with the passion and drive it takes to affect change. Please visit the links below!

CSP Director, Dr. Anne R. Kapuscinski, noted of these student-led projects, “They describe important advances in leveraging science to strengthen marine conservation, to inform local to global policy development, to drive business sustainability action, and to be in service to the aims of indigenous and frontline communities. A common theme is the imperative to establish ethical and trusted relationships in pursuing their goals.” 

Capstone Presentations:

Seblua Abebe Assefa: Estimating the Co-Benefits of Transitioning to Clean Cooking in Addis Ababa, Ethiopia

Alexandra (Ali) Boutros:   Advancing Community-Led Kelp Restoration

Hallie Brown:   Advancing Indigenous-led Coastal Stewardship Through Aquaculture in California

Clint Bryan Gallaron: Empowering Stories of Tagbanwa’s Ocean Stewardship: Co-Developing Guiding Principles for the Indigenous Marine Managed Area in Busuanga Island, Philippines

Ariq Khalingga:   Enhancing Environmental Management For Sustainable Coastal Resilience: A Comprehensive Policy Brief for Seagrass Protection and Rehabilitation

Cindy Matuch:   Bridging the Gap Between Science and Policy for Effective Plastic Pollution Reduction

Angelo San Pablo: ‘Sea’ing Further’: Closing Knowledge Gaps & Improving Sustainability along the Aquaculture Feed Supply Chain

Aldo Alfonso Zavala Jiménez: Oceanic manta ray conservation through participatory marine spatial planning in Bahía de Banderas, Mexico

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Recent posts.

• CSP Student Wins Denise Denton Award & Jessica L. Roy Memorial Award
• Congratulations to our new M.S. graduates!
• 2024 Symposium of Capstone Project Presentations
• KelpFest with CSP Masters Student Ali Boutros

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Capstone Projects 

The Capstone Poster Session is the culmination of the MSA program. All graduating medical students matriculating after 2006, including students meeting the MSA requirements through the Research Track or the MSTP program, present their work in a formal poster presentation.  The 2024 event was on April 8th.  All School of Medicine Phase IV students (Class of 2024) presented their scholarly works to faculty and Phase I students (Class of 2027) and were judged based on their presentations.       Faculty members from across campus volunteer their time and expertise to evaluate the student’s posters and presentations. In addition, the students also evaluate the work of their peers; selecting a 'Student's Choice' poster(s) from each of the 5 MSA thematic areas.  Our goal is for each student to be visited by at least two faculty judges. If you are a CU SOM faculty member and are interested in evaluating posters during the Capstone event, please contact the MSA program at [email protected]. The Capstone is held during the final Transition to Residency Basecamp course, when all 4th year medical students are on campus.

Contact Information 

MSA Course Director:

• Jim Maloney, MD James.Maloney@ cuanschutz.edu​

Thematic Areas and Associate Directors:

• Laboratory (Basic) Science John Tentler, PhD  John.Tentler@ cuanschutz.edu
• Bioethics, Humanities, Arts, & Education Daniel Goldberg, JD, PhD  Daniel.Goldberg@ cuanschutz.edu​
• Clinical Science Cecilia Low Wang, MD Cecilia.lowwang@ cuanschutz.edu
• Clinical Science Jim Maloney, MD James.Maloney@ cuanschutz.edu​
• Epidemiology, Public & Community Health Sarah Rowan, MD [email protected]

Global Health:

• Leana May Moser, DO, MPH Leana.MayMoser@ childrenscolorado.org

Program Coordinator: 

• Mary McGinnis [email protected]

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