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HONORS COLLEGE CAPSTONE PROJECT

Overview
Purpose of the Capstone Requirement
Relationship to College or Departmental Capstone Requirements
Required Components of the Capstone
The Role of the Project Supervisor and Faculty Fellow
Timing and Sequence for Completing the Capstone
Study Abroad and Capstone
Enrollment and Paperwork
Frequently Asked Questions
How to Write an Abstract Workshop Podcast
Poster Presentation

Overview

Students entering the Honors College in Fall Semester 2006 or thereafter must complete an Honors Capstone project before graduation. The Honors Capstone project entails an independent, in-depth examination of a topic. All Capstone projects must include both a written and a public presentation portion. The Capstone is guided by a project supervisor chosen by the student in consultation with his or her Honors College Fellow. This is likely to be the most challenging and rewarding academic project students will have undertaken to date. Typically, the project will be completed during the last two semesters at UIC, although students may begin the Capstone project as early as their junior year and complete it before their last semester. All students engaging in their Honors Capstone work should register for HON 322.

Purpose of the Capstone Requirement

The Honors Capstone requirement is intended to provide the student with a scholarly experience that incorporates concepts and techniques learned during his or her undergraduate career, as well as allowing the production of an original scholarly contribution to a discipline. The Capstone project must focus on a research problem, theoretical issue, new creative work, or innovative area of application (i.e. design or technological innovation). More specifically,


  1. The Honors Capstone is commensurate with the expectations of traditional departmental honors theses, senior design projects in many disciplines, and other rigorous senior research projects intended to prepare students for the rigors of research, writing, and scholarly presentation associated with post-graduate professional programs and graduate programs. It is more in-depth and demanding than a typical upper-class undergraduate paper. It involves creation of new knowledge or insights rather than simply a summary or synthesis of known "facts" or past work in the chosen area of study.

    To successfully carry out a project, the student must complete such steps as reviewing the theoretical and methodological background literature, conducting laboratory research and collecting data, design or creative work, writing a paper on the project, and presenting the project in a public academic forum. In addition to maintaining high quality scholarship, students are expected to strive for wellwritten papers, to use good citation practices, and to present their work in a professional manner. The project may serve as a bridge to even more challenging research and innovation in their postgraduate careers.


  2. Because each discipline is different in terms of what constitutes the scholarly "product" of its endeavors, the length and format of both the written and public presentation portions of the Capstone are expected to vary according to the conventions of different disciplines. Students should consult with their Faculty Fellow and Project Supervisor to determine the appropriate research product for their particular discipline.

    For example, for some engineering students, the Capstone is commensurate with their Senior Design Project and the resulting product will be the design prototype along with a written paper and presentation on the research issue addressed and methodology of the design. For a music student, the Capstone may be a performance, musical composition, or scholarly treatment of a theme related to music history or production, again with both written and public presentation components.


  3. It is expected that most students will choose a project related to their major, but they may also complete a project in another discipline in which they have sufficient coursework and supervision. For example, a biology student interested in the development of the hominid brain might pursue a Capstone project supervised by a professor of neuroscience, psychology, or biological anthropology with whom they have previously worked. Similarly, a student who has pursued training and coursework in theater, art, or music in addition to a major in history could use an original composition within a particular historical genre as Capstone experience.

Relationship to College or Departmental Capstone Requirements

The Honors College encourages students to complete a Capstone project that will simultaneously fulfill departmental or college requirements or optional opportunities for advanced undergraduate research and professional presentation.


  1. Students in programs that require a culminating senior project or research experience (such as Engineering, Nursing, or Architecture), and students majoring in disciplines where a senior thesis is required to graduate with distinction (including many of the humanities, social science, and natural science disciplines in LAS), may use such projects to satisfy the Honors College Capstone requirement, provided they meet the academic requirements of the Honors Capstone.


  2. Students should consult their department program description in the Undergraduate Catalog, their Honors College Faculty Fellow, department or college academic advisors, the Director of Undergraduate Studies in their department or program, and/or Honors College staff to determine which types of disciplinary capstones, senior design projects, or honors thesis options are available in their major. Use of these projects as the Honors Capstone is subject to the approval of the student's Faculty Fellow.

The following is a list of links to pages with department-specific information.

Applied Health Sciences
Health Information Management
Kinesiology
Nutrition

Architecture and the Arts
Art History

College of Business
Economics
Finance

College of Engineering
Bio Engineering
Industrial Engineering

Liberal Arts and Sciences
African American Studies
Anthropology
Biological Sciences
Communications
Criminology, Law and Justice
Earth and Environmental Science
French
Gender and Women's Studies
Germanic Studies
History
Latin American and Latino Studies
Mathematics
Mathematics & Computer Science
Neuroscience
Nutrition
Physics
Polish
Political Science
Russian
Slavic and Baltic
Teaching of English
Teaching of German
Teaching of History
Teaching of Math

College of Nursing
Nursing

College of Urban Planning and Public Affairs
Urban Affairs

Required Components of the Capstone

The Capstone builds on students' training in the art of research and independent scholarship and prepares them for the types of scholarly activities expected of professional and graduate students (research publications, paper and poster presentations at conferences, lectures on their research, etc.). Specifically, students are required to present their work both in written format and in a public academic forum.


  1. Written Presentation of the Research in the form of a research paper, undergraduate thesis, or writeup of a design project or performance.

    1. The Project Supervisor and Honors College Faculty Fellow are crucial in determining the appropriate content, style, form and length for the written presentation according to the particular discipline and type of project. Although it usually involves a written thesis, the project may take other forms according to the norms of the specific discipline (such as a performance, art work, creative writing product, applied design project, or software, among others). In such cases, there must be a corresponding written discussion or analysis of the project.

    2. In standard social scientific or humanities projects, the written presentation typically includes: (a) a statement of the research problem being addressed; (b) background of the theoretical issue and past scholarship; (c) discussion of the methodology used in tackling the research problem; (d) presentation of the research results; and (e) conclusions of the research. The Capstone is not simply a synthesis of previous work on a topic.

    3. Students working on creative or design projects in fields such as engineering, computer science, musical composition, art, creative writing, architecture, and theater are expected to produce a somewhat different written product.

      The written presentation in such cases typically includes: (a) a clear statement of the design issue or creative issue that the student is attempting to tackle through an original art piece, a musical performance or composition, a theater role, a play or short story, an architectural design, or an engineering innovation; (b) background on the artistic genre or technological area in which the student is attempting to make a contribution (i.e. what has been done in this area of creative arts or technological design in the past, and how this frames the student's approach); (c) discussion of how the design, technological or artistic product was conceived; (d) presentation of the results; and (e) an evaluation of its contribution to the area of study within the discipline.

    4. Students working on "team" projects, such as those that are part of a multiple student design team on an Engineering Senior Design Project, may work together, but students must write their own Capstone papers emphasizing their particular role in the project. In such cases, background research and theoretical discussion may overlap and be quite similar among the student members of the team.

      Students working on projects involving faculty, graduate students, and other undergraduates in various roles should consult with the primary faculty supervisor of the project about what data can be included in their written Capstone and how the work of the larger research group should be represented. Because this may involve issues of both "intellectual property" and appropriate citation, it is important for students to clarify their role in the research and how their contribution and the contributions of others can be recorded and publicly presented.


  2. Public Presentation of the Research in the form of a lecture or oral presentation (including PowerPoint-aided talks), a poster presentation, a reading or "unveiling" of a creative work, a concert or other type of performance, or a "defense" of the undergraduate thesis, preferably with the opportunity for questions, comments, and evaluation by the audience.

    1. The public presentation may take place (1) at an academic symposium outside the university (e.g., a national or regional scholarly conference for a particular discipline); (2) at a large universitywide event (e.g., the annual Student Research Forum held at UIC in Spring semester); (3) at the Honors College forum (usually held in Fall semester); or (4) in a forum or symposium sponsored by the department or college (e.g., an "undergraduate research day" scheduled at the department or college level).

    2. The Project Supervisor and the Honors College Fellow must approve the public presentation event as an academically appropriate venue. The Project Supervisor should attend the public presentation if possible or, if this is not feasible, verify that the presentation was completed in a professional manner. Honors College Fellows are encouraged to attend the presentation whenever feasible.

    3. Students involved in "team projects" (such as a theatrical presentation, an engineering design project, or a collaborative team project in the laboratory sciences) may present their work in groups, but the student must be present for the presentation and for questions and evaluation from attendees.

The Role of the Project Supervisor and Faculty Fellow

Although students pursuing the Capstone work under the guidance of their Project Supervisors in consultation with their Honors College Fellows, the student is ultimately responsible for developing the project, locating a supervisor, and completing the project within the prescribed schedule.

  1. The Project Supervisor is a scholar who is knowledgeable in his or her area of research and is a resource for the student.

    1. Students should choose their Project Supervisors carefully. In particular, students need to ascertain that the supervisor has expertise in the area of study and is willing and able to devote the time required to supervise the project effectively.

    2. The Project Supervisor is expected to guide the student throughout the project, from identifying appropriate research methods and obtaining background reading materials, to reading and critiquing drafts on a timely basis, to consulting with the student regularly on the scope and methodology of the project. A Project Supervisor is also expected to help the student find appropriate public presentation venues and forms of presentation.

    3. The Project Supervisor will read and assess the written component of the work. He or she should also attend the public presentation of the work.

  2. The Honors College Fellow oversees and ensures that the quality of their advisees' Capstone projects meet the Honors College requirements. More specifically,

    1. The Faculty Fellow may assist the student in finding an appropriate Project Supervisor.

    2. The Faculty Fellow may periodically check with the student to ensure that the student is interacting appropriately with the Project Supervisor and that the project is progressing according to schedule.

    3. While it is primarily the responsibility of the Project Supervisor to evaluate both the written and public presentation portions of the Capstone, the Honors College Faculty Fellow is encouraged to both attend the student's public presentation and read the written portion of the Capstone project along with the Project Supervisor.

    4. While some Faculty Fellows will elect to work as Project Supervisors with one or more students under their mentorship, the Honors College Faculty Fellow is under no obligation to serve as a Project Supervisor for any Honors College student under their mentorship.

  3. The Project Supervisor and Honors College Fellow play complementary roles in the final assessment of the project. The Project Supervisor evaluates the project to ascertain that it meets academic standards and disciplinary requirements. The Fellow certifies that the project meets the Honors College Capstone requirements and is expected to also comment on the quality of the work.

Timing and Sequence for Completing the Capstone

Students following a four-year graduation schedule will typically complete the project during the first and second semesters of their senior year. The student should have selected a topic and a faculty supervisor by the end of the semester preceding the formal initiation of their Capstone project.

Students may also elect to begin the Capstone as early as their junior year and to complete it prior to their last semester of graduation. This may be particularly desirable if students plan a study abroad semester in their senior year, if the project they want to pursue has a time frame requiring earlier completion of the research, or if they wish to have a completed project as part of a portfolio for professional or graduate school admission.

Except under unusual circumstances (such as an accelerated graduation date or study abroad during the senior year), students should c their project over two semesters. This will allow students to incorporate the Capstone research into their academic load with less stress and provide more time for close mentorship by their Project Supervisor and Honors College Faculty Fellow. The following is a step by step guide for students :

  1. Choosing Topic and Selecting Project Supervisor

    Two of the most critical elements of a successful project are a clear definition of the topic and the choice of an appropriate faculty supervisor. Before the end of the semester preceding the formal initiation of the Capstone project (i.e., the second semester of the junior year under most circumstances), students should begin the discussion of possible topics and potential project supervisors with their Faculty Fellow. Students should then meet with potential project supervisors to discuss possible projects, to evaluate the feasibility of their proposed project, and to obtain advice on preliminary background research.

    For some students Capstone projects may be a continuation of research and mentorship by a faculty member that began earlier in their undergraduate career as part of one or more Honors Activities. For others, the Honors Capstone may involve new research with a project supervisor with whom they have not worked before. Regardless of the type of planned research, students may have only a rough idea of the research problem in which they are interested, so these initial discussions are good opportunities to better define the project and to narrow its focus so that the scope is one that can be realistically addressed in two semesters.

    Once the student has decided on a topic, and a faculty member has agreed to serve as supervisor, the student should informally notify the Honors College Fellow of the choices. Although official approval of the project will not be made until after the formal proposal is submitted, the Faculty Fellow will be able to discuss any potential problems

  2. Developing a Project Proposal

    The prospective Capstone supervisor will point the student toward the appropriate background reading to prepare for writing the formal proposal. The goal is to "hit the ground running" when the student formally begins the first semester of their Capstone research.

    During the process of exploring relevant background literature the student will continue to refine his or her research questions and develop a project proposal with the following elements:

    1. Title - The complete title for the project
    2. Purpose and Goal of the Research- A brief summary of the issues to be addressed and/or questions to be investigated. The issues described should be as specific as possible, and the student may wish to include a summary of preliminary background research .
    3. Methodology and Data/Material Collection- An explanation of what data or other materials are to be collected to answer the research question(s) and how.
    4. Analysis and Anticipated Results- An explanation of how the data will be analyzed and the potential contribution of the results from the study.
    5. Preliminary Schedule- A tentative schedule for completing above steps in two semesters, including plans for writing and conducting the public presentation. For example, students will likely carry out the necessary background literature review and conduct the bulk of their research during the first semester of the Capstone and then devote the second semester to writing up their research and preparing a poster, a PowerPoint presentation, and/or a lecture for public presentation.

    The student, Supervisor and Honors College Fellow should all agree on the contents that will constitute successful completion of the project. As soon as these are established, the student is ready to submit the Capstone Registration and Proposal Form (see below) and will be able to begin research at the start of the semester.

  3. Registering for HON 322 and Submitting Capstone Proposal Form

    Concurrent with registering for HON 322, the student should submit the Capstone Registration and Proposal Form to the Faculty Supervisor and Honors College Fellow by the end of the third week of the semester when the Honors College Capstone project commences. The Form must be filled out properly and completely and the student must obtain all necessary signatures. It is useful for students to provide the faculty supervisor and Honors College Fellow with earlier drafts so that they are able to address their concerns prior to submitting the proposal formally.

    After the supervisor and the Honors College Faculty Fellow have approved the proposal, the student should file the proposal, including attachments, with the Honors College.

  4. Completing the Project

    For most students, the project will be completed in the senior year. During this time, students should meet regularly with their supervisors to assure they are progressing adequately. The faculty supervisor and the student should set intermediate goals throughout the duration of the project and use the periodic meetings both to assess where the student is on the project and to establish the next goals.

    Near the end of the senior year, students will present their projects in appropriate academic forums. For traditional research papers, the forum could be a workshop presentation to the faculty and interested students in their college/department or the Honors College. For other types of projects, the faculty supervisor and the student should agree on an appropriate form and outlet for the presentation. These may include presentations at the annual UIC Undergraduate Research Forum or oral or poster presentations at a local or national scholarly conference.

  5. Filing Your Completed Project with the Honors College

    The student is responsible for submitting a copy of the completed project for archiving in the Honors College. The Honors College database for the Capstone project will likely be archived primarily in digital form, so digitized formats (i.e. the final written product as a PDF) are acceptable. Students should consult their Capstone Supervisors and Honors College Fellows regarding whether they prefer to receive the project in paper or digitized format. In some circumstances, it will not be feasible to copy the entire project, as in the case of art work or a technological prototype accompanying a written presentation. In those cases, only the portions of the project that can reasonably be reproduced need to be submitted. However, if feasible, photographs of such parts of the project should be included.

Study Abroad and Capstone

There are numerous ways to coordinate a study abroad experience with the Capstone Project. SIT Study Abroad programs are one option. These programs have a set curriculum and are based on the Kolb theory of experiential education, i.e. they require students to integrate what they learn outside of the classroom into their standard academic experience. The Independent Study Project is one way they do this in a credit bearing module. Examples of independent research projects completed by students within these programs can be found on the SIT website: http://digitalcollections.sit.edu/isp_collection_program/
(Projects are listed alphabetically by country).

For more information on the SIT Study Abroad Programs and other study abroad programs, visit the Study Abroad Office: http://studyabroad.uic.edu .

Enrollment and Paperwork

  1. Students must be enrolled in HON 322 and complete a Capstone Registration and Proposal Form for each of the semesters in which they are working on their Capstone project. HON 322 replaces HON 222 as the required Honors College activity. That is, students should not enroll in HON 222 for the semesters in which they are enrolled in HON 322. If a student completes a Capstone prior to their last semester in the Honors College and at UIC, he/she should again enroll in HON 222 and resume Honors Activities until graduation.

  2. Students must also complete a Capstone Proposal/Registration Form at the beginning and a Capstone Completion Form/Progress Report at the end of each of the semesters in which they are working on their Capstone project. In the second semester of the Capstone, they may revise their proposal on the Capstone Proposal/Registration Form to reflect changes in their research objectives, methods, or intended results. Similarly, they may revise their plans to fulfill the written or public presentation requirements of the Capstone as warranted by changes suggested by their advisors as their research progresses, or as new opportunities for presenting their work at conferences emerge, etc.

  3. Note that no formal grade will be given on either the paper or the public presentation of the project. However, the Capstone Supervisor must indicate that the project is acceptable, and the Honors College Fellow must also certify that the project meets the requirements for a Capstone project, by signing the Capstone Completion Form/Progress Report.

  4. Students are encouraged to enroll in research or independent study credits in the department housing the discipline in which they are pursuing a Capstone during the period of their work on the project. Since the Capstone research may require a significant amount of the student's time during the semester, it is often advisable for students to substitute an independent research course for one of their major courses during one or both semesters of intensive work on their Capstone project. Honors College Fellows, the student's Project Supervisor, and Honors College staff can help to identify courses that might be appropriate for simultaneous enrollment, particularly those courses or course sequences that include instruction in research techniques and/or result in a research product consistent with the Honors College Capstone. Note that students must also be registered for HON 322 for each semester that they are working on their Capstone regardless of whether they register for departmental research or independent studies credits.

    Some departments or schools with a large number of majors or established professional trajectories, such as biology, psychology, and nursing, already have in place a structured course or course sequence to facilitate undergraduate research and to teach the basics of research presentation and writing, with many of these courses already required for undergraduates in their junior or senior year.

Frequently Asked Questions

1. What is the purpose of the Capstone requirement?

The Honors College Capstone project is intended to provide a challenging experience for students, one that builds on their Honors College training in the "art" of research and independent scholarship and allows the production of an original scholarly contribution to a discipline. It involves in-depth examination of a research problem, theoretical issue, new creative work, or innovative area of application (i.e., design or technological innovation) supervised by a faculty member chosen by the student in consultation with his or her Honors College Fellow. The Capstone is commensurate with the expectations of traditional departmental honors theses, senior design projects in many disciplines, and other rigorous senior research projects.

2. What types of projects are considered suitable Capstones?

Depending on your discipline, the project may be prepared in any appropriate form (such as a written report, performance, software, artwork, applied design project). However, whatever the form, there must always be a corresponding written discussion or analysis of the project. In addition to the written portion, you must also present your research in a public academic forum. These are the two major components of the project.

3. I am working on an advanced undergraduate research project for departmental distinction; can I use that for the Honors Capstone?

Yes, the Honors College encourages students to complete a Capstone project that will simultaneously fulfill departmental or college requirements/opportunities for advanced undergraduate research and professional presentation, subject to approval by the student's Honors College Faculty Fellow.

4. I understand the written requirement. Why should I present the project in public?

Presentation of the results of your work in some form of public academic forum allows you to showcase your accomplishments. It is also a great opportunity for you to share ideas and face challenges from your colleagues. It will be a proud moment for you, your project supervisor, your Fellow, your family and friends, and of course, the Honors College.

5. What are some possible public forums where I can present my Capstone?

The public presentation may take place (1) in a forum/symposium sponsored by the department or college (e.g., an "undergraduate research day" scheduled at a department or college level); (2) at a large university-wide event (e.g., the annual Student Research Forum held at UIC in Spring semester); (3) at the Honors College forum (usually held in Fall semester); or (4) at an academic symposium outside the university (e.g., a national or regional scholarly conference for a particular discipline). The presentation may be a lecture or oral presentation (including PowerPoint-aided talks), a poster presentation, a reading or "unveiling" of creative work, a concert or other type of performance, or a "defense" of the undergraduate thesis. Consult with your project supervisor to identify an appropriate outlet and form for your presentation.

6. Must I register for HON 322 for two semesters?

Yes. Given the amount of work involved, except in unusual circumstances, you should carry out your project over two semesters in order to allow enough time to successfully complete all the necessary components of the Capstone. This will also allow you to incorporate the Capstone research into your academic load with less stress and provide more time for close mentorship by your project supervisor and the Honors College Faculty Fellow. Keep in mind that in addition to any departmental research credits, you should be registered for HON 322 for each semester you are working on the Capstone.

7. When should I start working on the Capstone?

Usually, the project should be completed during the last two semesters of your senior year at UIC. This means that you should be thinking about the project and initiate discussion of possible topics with potential faculty mentors by the second semester of your junior year. You may also begin the Capstone project as early as your junior year and complete it prior to your last semester.

8. Do I need to turn in a completion/progress report form even if I have not finished the project?

Yes, for each semester you register for HON 322, you will need to submit (1) a Capstone Registration and Proposal Form at the beginning of the semester, and (2) a Completion/Progress Report at the end of the semester. You will receive a "DFR" grade if you do not turn in the Completion/Progress Report.

9. Can I change the project supervisor and the project after one semester?

Unless your project supervisor decides not to continue his or her supervision or unforeseen difficulties make it imperative for you to find a different supervisor/project, it is not advisable to make such a change. First, both the project supervisor and you have already committed to the project and put much work into it. Second, you will need to put in extra effort to ensure the new project fulfills capstone requirements. Third, your potential new project supervisor may not feel comfortable supervising your Capstone when another faculty member has already guided you through work on the project.

10. Does my research need to be approved by IRB?

Research involving human subjects must be approved by the IRB. This is another reason why the Capstone project will take two semesters. Check with your project supervisor and your Faculty Fellow about the IRB review. You can also visit OVCR website for more information: http://tigger.uic.edu/depts/ovcr/research/protocolreview/irb/index.shtml.

11. Whom should I contact when I have more questions about the Capstone project?

Your project supervisor can provide you with guidance and support. Honors College Fellows can
also be extremely helpful. Of course, you can also bring your questions and concerns to the Honors
College. For more information, please consult Honors College’s website:
http://www.uic.edu/honors/learning/capstone.shtml. You can also contact Dean Chang
(huiching@uic.edu), Dean Hall (sahall@uic.edu), or Dr. Pirozhenko (epiroz2@uic.edu) with any
questions you might have.

Available in PDF form.