Introduction and Acknowledgments. The purpose of this ... Appendix D: Sample
Title Page. ... Capstone project is more important than the quantity of pages
appearing in the ... In the humanities and social sciences, the capstone projects
are ...
Introduction and Acknowledgments The purpose of this Honors Capstone Project Handbook is to provide Honors students and their faculty mentors with answers to questions that almost always arise while working on the Honors Capstone Project. Certainly, questions will arise that are not answered in this handbook, and you should feel free to contact the Director of the Honors Program or the Honors Program Support when they do. This handbook is a work in progress and your questions will help improve its quality and usefulness. Christopher Swanson, Director of Academic Honors Program Clayton 103 & Patterson 209 x5264
[email protected] Nancy Andres, Honors Program Support Clayton 103
x5260
[email protected]
I am greatly indebted to Dr. Charlie Slavin, the Dean of the Honors College at the University of Maine, for allowing me to copy portions of the University of Maine‟s 2008-2009 Thesis Handbook. Dr. Slavin‟s years of experience composing the University of Maine handbook has made this handbook much more advanced than it would have been if I had started it from scratch. Good luck as you begin your journey on your Honors Capstone Project. I trust you will discover this project to be one of the most memorable academic experiences you have at Ashland University! Christopher Swanson Director, Academic Honors Program
Table of Contents I. What is an Honors Capstone Project?.............................................................. 2 II. Starting the Honors Capstone Project............................................................. 4 III. Composing the Honors Capstone Project...................................................... 8 IV. The Capstone Project Defense .................................................................... 10 V. Advice from Previous Honors Students ....................................................... 12 Appendix A: Relationship between Honors Capstone Project, Majors, and Academic Programs ........................................................................................... 13 Appendix B: Honors Capstone Project Options in the College of Business and Economics .......................................................................................................... 14 Appendix C: Recent Honors Capstone Projects ................................................ 15 Appendix D: Sample Title Page........................................................................ 17 Appendix E: Sample Abstracts ......................................................................... 18 Appendix F: Sample Author Biography ........................................................... 20 Appendix G: Honors Capstone Timetable ........................................................ 21
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I. What is an Honors Capstone Project? The Honors Capstone Project is the opportunity for an Honors student to work closely with a faculty mentor in his/her major to develop an original composition which is orally and publically defended during the final semester of the project. It is the pinnacle of the Honors academic experience, typically completed in a student‟s final two semesters as two sections of Independent Study 498 in the student‟s major. The Honors Capstone Project will be reviewed and approved by the faculty mentor, the Director of the Honors Program, and an additional faculty reviewer of an appropriate academic department. The exact form of the Honors Capstone Project will depend upon the student‟s major and the topic of the project. Faculty members within the department of the student‟s major are best qualified in helping an Honors student identify an appropriate topic for the project, as well as evaluating its quality for Honors. Often, the project may be a scaled-down version of what the student would do in a master‟s program in that discipline. The Capstone Project should not be simply a long paper, but must include original insights and contributions to the topic. This originality need not be new to the discipline, but must be new to the student and not based solely upon what the student has read in other sources. The basic requirement of the Academic Honors Program is that the Capstone Project engages analytically with fundamental questions raised by the research. For instance, a student in the arts may do a project that includes a performance or an original piece of music. A student in biology may do a research project involving laboratory work. A business student could survey and analyze some aspect of business management. In each case, the Academic Honors Program requires the Capstone Project to establish the place of the original work in a wider context of scholarship or similar work, and to analyze the work with regard to fundamental issues in the field. This extends ultimately to selfreflection about the student‟s approach to the work. How long should my Honors Capstone Project be? The quality of the Honors Capstone project is more important than the quantity of pages appearing in the written portion of the project. However, you should understand that you are receiving six credit hours of Independent Study for this project and thus the final project should reflect this. In the humanities and social sciences, the capstone projects are typically theses that are 50 to 100 pages in length. In the sciences and mathematics, the written portion of the capstone project is typically 25 to 75 pages in length and denser in content. In the arts, the written portion of a capstone project with a significant creative component may be 15 to 25 pages in length. Will my Honors Capstone Project satisfy other academic requirements at Ashland University? The Honors Capstone Project often fulfills academic requirements within a student‟s major or other academic program. Details on 2
this relationship between the Honors Capstone Project and specific majors and academic programs at the time this handbook was created can be found in Appendix A, but it is your responsibility to check with the Director of the Honors Program and the Chair of your major department to make certain these details have not changed. If you believe the Honors Capstone Project may be able to satisfy a requirement not listed in Appendix A, you should talk to the Director of the Honors Program and the major department Chair about this. Why should I compose an Honors Capstone Project? Students who have completed these projects in the past have often found them to be one of the most rewarding and gratifying academic experiences they have had at Ashland University. You and your faculty mentor will work together as collaborators, as opposed to working in the typical instructor-student relationship. You will be able to explore an interesting topic in your major more deeply than if you just took additional classes, which may help you decide if you wish to attend graduate school. Your Honors Capstone Project may lead to publications in journals, or presentations at conferences. Finally, whether you plan to attend graduate school or find a job after graduation, the completion of the Honors Capstone Project will demonstrate your ability to work independently, thereby improving the quality of your applications. As a specific example, a student who completed an Honors Capstone Project in mathematics had a job interview at Progressive Insurance. The interviewer mostly asked her questions about her project, wondering how an undergraduate student could conduct research in mathematics. She was offered the job and credits her Honors project for this offer.
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II. Starting the Honors Capstone Project The development of the project will begin in Honors 310: Honors Capstone Preparation Seminar. In this course taught by the Director of the Honors Program, the student will select a topic, choose a mentor, prepare a bibliography, and develop a written prospectus that is approved by the student‟s faculty mentor and the Director of the Honors Program. The Honors student should take this course one semester prior to signing up for his/her first Independent Study 498, typically during the spring semester of the junior year. This course may be taken by conference if there is a scheduling conflict. When and how should I select a topic and faculty mentor? Selecting a faculty mentor is possibly the most important step in the Honors Capstone Project. You should select your faculty mentor not only based upon the mentor‟s scholarly expertise, but also upon your ability to form a relationship of cooperation and mutual respect with the mentor. You and faculty mentor will meet approximately once per week during the Independent Study 498, and you should not overlook the importance of being able to get along, communicate clearly with, and seek help and encouragement from your faculty mentor. Typically, you will select the topic and mentor for the Honors Capstone Project as part of the Honors 310 course. However, it is never too early to begin searching. If you already have a topic in mind for your Honors Capstone Project, then talk to professors in your major with whom you have had good experiences in the past or talk to your academic advisor. If these professors don‟t feel qualified in being your mentor for your specific topic, they should be able to point you towards another professor who will be. If you do not have a topic in mind for your project, think about courses within you major that you found particularly interesting, the subject matter of which you would like to explore more deeply. Go to the professors who taught the courses and ask them for suggestions of topics. You may want to share copies of this Handbook with the professors in case they have never been mentors for Honors Capstone Projects and are unfamiliar with what these projects are. If the first professor you approach has no suggestions for topics that interest you, don‟t be discouraged; go to additional professors until you are able to find a topic in which you are really interested. What are the responsibilities of my faculty mentor? It is vital that you and your faculty mentor understand his/her responsibilities as a mentor and the time commitment involved, and thus you should make certain your faculty mentor has a copy of this handbook. However, YOU are responsible for the timely and successful completion of your Honors Capstone Project. It is this independence and commitment that separates your project from normal coursework.
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The responsibilities of the faculty mentor are to: work with the Honors student to refine and focus the student‟s interests into an appropriate project topic make certain the Honors student receives any necessary approval to conduct research associated with the project, including potential approval from the Human Subjects Review Board help the Honors student identify at least one additional reader/evaluator meet with the student regularly (preferably weekly, but at least biweekly) to provide guidance and feedback read and comment on drafts of the project determine the grade the student receives for Independent Study 498 (Note: a student will typically receive a grade of IP, In Progress, at the end of his/her first Independent Study 498 course, and this grade is changed at the completion of the 2nd Independent Study 498 course.) determine in consultation with the Honors Director and the 2 nd reader/evaluator whether the project is at an appropriate level for Honors designation introduce the Honors student and Capstone Project at the beginning of the defense, and open the floor for questions at the conclusion of the student presentation of the project write a letter nominating the Honors student for the Howard O. Rowe scholarship for the best Honors Capstone Project of the academic year if appropriate participate in the year-end Senior cording ceremony and reception, or send a statement about the Honors student and project that will be read by the Honors Director at the ceremony How do I enroll in Independent Study 498? To take Independent Study 498, you must obtain an Independent Study Request form from the Registrar‟s Office and complete it prior to registration. This form is also available on the Registrar‟s website at http://www.ashland.edu/students/registrar/forms. To complete the form, you will need to get signatures of the Instructor (faculty mentor), your Faculty Advisor, the Department Chair, and the Dean of the College. The Director of the Honors Program will advise you on filling out this form in Honors 310, but you should make certain to note on the form if you plan to take two semesters of Independent Study 498 so that you will not need to fill out this form again for the second semester. When should I enroll in Independent Study 498? Typically, you will take three credit hours of Independent Study 498 during each of your final two semesters at Ashland University. However, you may adjust this in consultation with the Director of the Honors Program to accommodate your academic program. In particular, education majors typically complete their student teaching requirements during their final semester, and thus it is recommended that they take their first Independent Study 498 one semester earlier. 5
When and how should I select additional readers? Typically, you will select your additional readers during the semester of your first Independent Study 498. You should select these readers in consultation with your faculty mentor. One additional reader is required, but you may select multiple additional readers if you desire more feedback. The additional readers should be faculty members who have a working knowledge of your Capstone Project area. In particular, if you are composing an interdisciplinary project, then you should select an additional reader whose area of expertise complements the area of expertise of your faculty mentor so that they can evaluate all areas of your project. What are the responsibilities of my additional readers? It is vital that you and your additional readers understand their responsibilities as readers and the time commitment involved, and thus you should make certain each of your additional readers have a copy of this part of the handbook. The responsibilities of the additional reader are to: meet with the student occasionally to provide guidance and feedback read and comment on drafts of the project during its later stages attend and participate in the student‟s defense determine in consultation with the Honors Director and the faculty mentor whether the project is at an appropriate level for Honors designation What are my responsibilities beyond creating the Capstone Project? The responsibilities of the Honors student are to: enroll in Honors 310 (possibly by conference) at least one semester before signing up for the first Independent Study 498, typically during the fall or spring of the junior year complete the Independent Study request forms and turn them into the Registrar‟s Office prior to the end of the previous semester meet with the faculty mentor regularly (preferably weekly, but at least biweekly) to receive guidance and feedback meet with the additional readers occasionally to receive guidance and feedback receive, with the faculty mentor‟s guidance, any special permission needed to conduct research associated with the project inform the Director of the Honors Program if you do not believe you will be able to complete the project schedule a time for the Honors Capstone defense with assistance from the Honors Program Coordinator submit electronic draft of your Capstone Project to the Honors Program Coordinator at least two days before the defense 6
submit a final electronic and hard copies of your Capstone Project to the Honors Program Coordinator by Wednesday before graduation submit a final electronic copy of your Capstone Project to OhioLINK, with assistance from a Reference and Instruction Librarian if needed
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III. Composing the Honors Capstone Project Composing the Honors Capstone Project requires careful planning and a large time commitment. As you will likely be receiving 3 credit hours of Independent Study during each of your final two semesters, you should expect to spend 9-10 hours per week working on your project (including meetings with your advisor, research, reading, etc.). Who is the audience for my Capstone Project? Your project should be written so that another academically talented senior with your major could read and understand it. Thus, you can assume the readers of your project understand basic knowledge of your discipline that they would encounter in freshman/sophomore level classes. You should not assume your readers are experts in the specific area of your major covered by your Capstone Project. Your faculty mentor should be able to advise you on whether your Capstone Project is written at an appropriate level. What should be included in my Honors Capstone Project? You and your faculty mentor will decide this. However, the following sections are likely to appear in your project in the order specified: Title page (required, without page number) Copyright Notice (optional) Abstract (required) Dedication/Preface (optional) Acknowledgements (optional) Table of Contents (if appropriate) Lists of Tables, Figures, Definitions, etc. (if appropriate) Text (likely divided into sections) Endnotes (if appropriate) Bibliography/References/Works Cited Appendices (if appropriate) Final appendix should be authorization from the Human Subjects Review Board (if appropriate) Author‟s Biography (required) Should my Honors Capstone Project have a specific format? In general, you should use a format that matches the standard format, including citation style, used by professionals writing papers in your discipline. Your faculty mentor should be able to help you with formatting issues by giving you examples of
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papers using the standard format. However, the Honors Program does require you to use the following guidelines:
Standard title page: You can find a sample title page in Appendix C. Abstract: Your abstract should be a concise summary of the Capstone Project in no more than 250 words addressing the purpose, scope, organization, methodology, and results of the project. You can find samples of these in Appendix D. Author’s Biography: Write your biography in 3rd person and include, hometown, place/year of high school graduation, major(s) and minor(s), listing of Ashland University honors, and future plans. You can find a sample biography in Appendix E. Page format: Use 1 inch margins, with page numbers in the upper right or bottom center of each page. The title page should not be numbered, use lower-case Roman numerals (i, ii, iii, …) for preliminary material, and use Arabic numerals (1, 2, 3, …) for the remainder of the project, starting with the text. Double-space text except for long quotations. Print 1-sided for final copy turned into the Honors Program Coordinator.
Should I copyright my capstone project? You have full rights as an author to copyright your project. You can formally apply for a copyright with the Copyright Office (http://www.copyright.gov/), but this is not necessary. If you wish to specify your rights, include a copyright notice on the page immediately following your title page. The page should be numbered, with text centered vertically and horizontally, and have one of the following forms: Copyright 2008 Your Name or ©2008 Your Name All Rights Reserved
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IV. The Capstone Project Defense How do I schedule my Capstone Project Defense? Contact your faculty mentor, additional readers, and the Honors Program Director to schedule your defense for a date and time at which all can attend. You may also wish to consider the schedules of other faculty in your major department and your family and friends as you are scheduling your defense. Your defense can be scheduled for any day up to the last day of classes, but keep in mind you may have final revisions to do after your defense, and thus you may wish to schedule the defense early enough to leave time to make these revisions. Contact the Honors Program Coordinator to assist you in scheduling a location for your defense. The Honors Program Coordinator will announce your defense to all Honors students, faculty, deans, the Provost, and the President approximately one week prior to the defense. You should send the Honors Program Coordinator your title, abstract, and biography to be included with this announcement. It is advantageous to schedule your defense as early as possible to avoid schedule conflicts. What should I do to prepare for the defense? Practice, practice, practice. It is normal to be nervous at your defense, but you can reduce your nervousness by practicing your talk several times. Consider practicing your talk before other Honors students, friends, or family members. Encourage them to give you feedback on your presentation, and to ask questions about your project so you will feel more prepared to answer questions on the day of your defense. You should definitely consult your faculty mentor as to what you plan to talk about during your defense. If you create a PowerPoint presentation, you may wish to share the PowerPoint slides with your mentor and ask for feedback. What is the format of the defense? Typically, your faculty mentor will begin the defense by welcoming members of the audience, introducing you, and briefly describing your Capstone Project. You should present a detailed summary of your entire project, including the topic you studied, the methodology you used in studying the topic, and the overall results. Keep in mind that there will likely be members of the audience who have not read your paper, and thus it is important that your presentation is complete enough for them to understand your project. The presentation of your project should last 30-60 minutes. At the conclusion of your presentation, your faculty mentor should invite questions from the audience. Typically, your faculty mentor will ask the initial question, followed by your readers and the Honors Program Director. However, you should expect to field questions from anyone in the audience. You should expect the question and answer period to last 15-30 minutes. When it seems appropriate, your faculty mentor will end the question and answer period, and the faculty mentor, additional readers, and Honors Program Director will privately discuss your project for 5-10 minutes, to evaluate if it is of Honors quality. Assuming that it is, the Honors Program
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Director will announce to the audience that you have successfully completed the Honors Capstone Project. Why must I make additional revisions to my project after the defense? Ideally, you will only be making minor, word-processing revisions to your Honors Capstone Project after your defense, especially if you submit early drafts of sections of your paper to your faculty mentor throughout the final semester of your project. However, your additional readers, the Honors Program Director, and members of the audience may make suggestions or raise questions that you should address in your final paper. Don‟t feel discouraged, or let this reduce your feelings of jubilation for completing this significant academic endeavor; it is completely normal to need to do additional revisions. You should submit a final hard copy and final electronic copy of your revised paper to the Honors Program Office by 5:00 p.m. on the Wednesday of final exam week.
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V. Advice from Previous Honors Students
I'd definitely recommend picking a topic you are really interested in and actually care about. That way you actually want to keep working so you can learn more. And later, when you feel like ripping your hair out, you remember that the topic is actually important to you. (Kristen Sikora, 2008, Religion)
I would tell people not to even think about the defense before the paper is written. I stressed out about presenting and defending. I was absolutely dreading it. By the day of the defense, however, I was almost excited. I had spent SO much time researching and writing and I was proud of the work I had done. My defense was my opportunity to show others what I had accomplished and how well I knew the material. It was also my chance to spread awareness about something I cared so deeply about. (Kristen Sikora, 2008, Religion)
I would encourage students to discuss with their faculty mentors their responsibilities. I found myself wanting feedback later in the process and not being able to get it. I wanted to get some suggestions from them, but they didn't really have time to read my thesis. (Jonathan Spelman, 2008, Philosophy & Political Science)
Start working on it early. Also, do a lot of research to figure out if the topic is right for you because it will be your constant companion throughout your senior year and if you don't LOVE it when you begin, you will LOATHE it when you finish. I know that I loved my topic but I still had the occasional urge to create a large bonfire in the middle of the Quad with all of my research material and hundreds of pages of drafts :) Get an advisor that not only knows about the topic but also suits your working style. You will be meeting with your advisor all the time and that person will be telling you what to do (and not do) so you better make your choice wisely! Good luck and don't worry, you will get through it! It was an arduous task but I'm glad that I did it. (Laureen Thompson, 2008, Political Science & History)
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Appendix A: Relationship between Honors Capstone Project, Majors, and Academic Programs Majors accepting the Independent Study 498 associated with Honors Capstone Project as Departmental Elective Credits (# of credits) Biology (6) Chemistry (3) Computer Science (3) Criminal Justice (6) Digital Media Production or Digital Media Journalism (3) Education Biology 7-12 (3) English (6) Environmental Science (Biology or Chemistry Track) (6) Geology (6) History (6) Integrated Language Arts (6) Mathematics, B.S. (6) Philosophy (6) Physics (6) Political Science (6) Social Work (6) Toxicology (6) Courses in which students may work on Honors Capstone Projects and which may count towards some of the 6 credit hours of Independent Study 498 if approved by Director of Honors Program (# of credits) ART 492: Studio Capstone (3) BIO 497: Directed Laboratory and Field Research (6) BUS 239: Business Work Experience (3) BUS 339: Business Internship/Cooperative Education (3) CHEM 497: Laboratory and Field Research (6) ENG 415: Editing One‟s Own Writing (3) FCS 419: Research in Family and Consumer Sciences (3) GEOL 497: Laboratory and Field Research (6) MGT 489: Senior Seminar – Business Capstone (3) MUS 497: Senior Project (2) PHYS 497: Laboratory and Field Research (6) PSYC 310: Advanced Research (3) REL 497: Religion Thesis Seminar (3) THE 499: Senior Project (3) The Honors Capstone Project meets the Thesis/Research requirement for the Ashbrook Program and College of Arts and Sciences Scholars Program.
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Appendix B: Honors Capstone Project Options in the College of Business and Economics Option 1 – The student follows the traditional format for an Honors Capstone Project by completing 6 hours of Independent Study in the student‟s major during his/her final two semesters, working closely with a faculty mentor whose discipline matches the student‟s major. The student will still enroll in Management 489: Senior Seminar-Business Capstone and complete the work experience or internship requirement that is part of the Core Requirements from Business. Option 2 – The student completes the work experience or internship requirement and the Honors Capstone Project takes the form of a reflection and report on this experience and the creation of a proposal on how the company with whom he/she worked could improve its operation by applying appropriate business principles. The student will create this proposal while completing 3 hours of Independent Study in the student‟s major during one of his/her final two semesters, and the Honors Capstone Project must include a description of the business principles the student is applying. The student will still enroll in Management 489: Senior Seminar-Business Capstone, one of the Core Requirements from Business. Option 3 – The student completes Management 489: Senior Seminar-Business Capstone during his/her next to last semester and the Honors Capstone Project takes the form of a reflection and report on his/her performance on the GLOBUS business strategy simulation and an analysis on how he/she could improve his/her performance if he/she were to participate in the simulation again. The student will create this analysis while completing 3 hours of Independent Study in the student‟s major during his/her final semester, and the Honors Capstone Project must include a description of the business principles the student is applying in the analysis. The student must still complete the work experience or internship requirement that is part of the Core Requirements from Business.
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Appendix C: Recent Honors Capstone Projects If you would like to read any past Honors Capstone Projects, bound copies are in the Reference Area of the Ashland University library and the Honors Program Coordinator and Director have electronic copies of most projects since 2006.
May 2012
“Like That Mean Lady in Mrs. Doubtfire?”: The Stereotype of Social Workers in Film by Rebecca Civittolo, Social Work and Philosophy, Mentor: Prof. Nancy Udolph The Constitutionality and Necessity of the First Bank of the United States by Mariah Dunsing, Political Science and History, Mentor: Dr. Michael Schwarz The Analysis, Benefits, and Recommendations in Promoting Future Growth for Tim Frank Septic Tank Cleaning Company by Todd Frank, Business Management, Mentor: Dr. Steven Pool Wholesome Healthcare for a Global Society by Victoria Goudy, Chemistry with ACS Certification, Mentor: Dr. Rodney Michael An Economic Defense of Liberalism by Alex Jones, Economics and Philosophy, Mentor: Dr. Mark Nadler
December 2011
Heracles and Divine Founders by Nicholas Granitz, Philosophy and History, Mentor: Dr. Edith Foster
May 2011
VIEWNU, L.L.C. Business Plan by Corey Barnett, Marketing and Business Management, Mentor: Dr. Daniel Sullivan Exploring the Platonic Relationship between Probability and Yahtzee by Kara Biltz, Math and History, Mentor: Dr. Christopher Swanson Fruits of the Faith: Reading Jesus’ Parables from an Agricultural Perspective by Michelle Conti Tucker, Religion, Mentor: Dr. David Aune Transcendental Metaphysics and Beauty by Keith Darsee, Philosophy and Political Science, Mentor: Dr. Louis Mancha Identifying Novel Regulatory Regions of the Zebrafish αBbcrystallin Promoter by Amy Drossman, Biology, Mentor: Dr. Mason Posner
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“Where ya Bean?” A Coffee Shop Bakery Business Plan by Jeanne DuBois, Business Administration, Mentor: Dr. Daniel Fox International Students’ Perceptions of University Assistance with their Social Adjustment by Sarah Ebinger, Child and Family Studies, Mentor: Dr. Cindy Moseman Good Questions, Better Tools: A Guidebook for Fledgling Grant Writers by Sara Garska, English, Mentors: Dr. John Stratton and Dr. Jacqueline Wilkins An Alternative Measure of Federal Indebtedness by Sarah Muse, Economics and International Political Studies, Mentor: Dr. Mark Nadler “The Most Barefaced Attempt At Censorship": Examining the Nye Accusations of Hollywood Interventionist Propaganda Before Pearl Harbor by Allison Shuman, History and Creative Writing, Mentor: Dr. John Moser Where the Wild Things Were: Tackling the Tangled Teeth of Costume Design by Sean Smith, English and Theatre, Mentor: Professor Angelina Herin The Toxic Effects of Atrazine and Permethrin as a Mixture by Phillip Wages, Toxicology, Mentors: Dr. Mason Posner and Dr. Andrew Trimble
December 2010
Should the Criminal Go Free Because the Constable Blundered? by Amber Chase, Criminal Justice: English, Mentor: Prof. Michael Barrett Unnatural Law: Contraception, Homosexuality, and the Natural Law by Tyler Millhouse, Philosophy, Mentor: Dr. Jeffrey Tiel Duns Scotus or Dunce Scotus: A Critical Evaluation of Radical Orthodoxy’s Account by Christopher Williams, Philosophy and Religion, Mentor: Dr. Craig Hovey
May 2010
A Study of Diversity in Curriculum in Ohio by Ashley Carpenter, Early Childhood Education, Mentor: Dr. Jason Ellis Investigation of Carbon Wire X-pinch backlighting for Pulsed Power Driven Exploding Wire Experiments by Sean McGraw, Physics and Math, Mentor: Dr. Rodney Michael Of Gods and Men: A Political Study of Shakespeare's Julius Caesar by Robinson O‟Brien-Bours, Political Science and History, Mentor: Dr. Peter Schramm
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Appendix D: Sample Title Page
THE INHERENT VALUE OF ANIMALS AND THE ROLE OF MAN by Kristen M. Sikora
A capstone project submitted in partial fulfillment of graduating from the Academic Honors Program at Ashland University December 2008
Faculty Mentor: Additional Reader:
David Aune, Associate Professor of Religion Dr. Peter Slade, Assistant Professor of Religion
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Appendix E: Sample Abstracts The Morality of Killing in Self-defense: A Christian Perspective by Jonathan Spelman, Philosophy and Political Science ABSTRACT Early on in his work On Free Choice of the Will, St. Augustine questions the moral permissibility of killing in self-defense. Although he does not go so far as to blame governments for permitting the performance of such action, he does suggest that those who kill in self-defense may be "condemned by a more powerful, hidden law." In order to determine whether or not self-defense is morally permissible, I analyze not only the relevant Biblical passages but also the views of St. Augustine, St. Thomas Aquinas, and Paul Ramsey on the topic. After drawing a distinction between justice as described in the Old Testament and righteousness as presented by Jesus in the New Testament, I argue that the act of killing in self-defense, though just, is righteous only when motivated by one‟s love of others.
Using Painting as a Cathartic Release for Victims of Domestic Violence and People Overcoming Grief by Rachel M. Biglin, Fine Art: Painting ABSTRACT The idea of using art as a form of visual expression has been around throughout history and the idea of using art as a form of therapy emerged in the 1940's. This project investigates the social issues of domestic violence and grief and illustrates how creating art, specifically painting, can be used as a form of cathartic release for people who have experienced a traumatic event or who are dealing with high levels of stress. The project explores artists throughout history up to the present who create art to aid in catharsis. My personal journey as an artist with a reflection of the strengths and weakness of my work is added to illustrate the growth an individual can experience through the painting process.
The Use of Facilitated Communication Training by Individuals with Autism: A Fight for Validation by Holly Aurand, Education/Intervention Specialist ABSTRACT The overachieving goal of this thesis is to dispel the misconception that an individual‟s motor output is indicative of cognitive, emotive, or psychological ability. In particular, it will explain the process of Facilitated Communication 18
Training (FCT), the rationale for its use, and its impact upon individuals who experience autism. The validation of said individuals as intelligent, feeling human beings will be established through documented research, as well as interviews, direct observations, and the author‟s personal facilitation experience. A case study will highlight one woman‟s ongoing battle to practice her right to communicate, the frustration associated with false assumptions, and the need to educate others about the FCT and autism.
Motivation in the Workplace: Examining Goal Setting and Expectancy Theories of Motivation by Megan McDowell, Business Management and Accounting ABSTRACT This thesis examines motivation in the context of the work environment, to answer the question “How do we best motivate others?” Published literature is used to observe major theories of motivation and provide a basis for the argument that goal setting and expectancy theories can be linked. A study of 85 bank employees was conducted to assess the perceived relationship between goal setting and expectancy. All hypotheses were confirmed, indicating that motivation influences job satisfaction and goal commitment influences effort. Results suggest that goal setting and expectancy can be linked with job satisfaction. Implications of the literature and study are also discussed. 'No Child Left Inside' and Ecotourism as Public Relations Tactics: The Case of Malabar Farm State Park by Katherine Blackley, Speech Communications ABSTRACT The Case of Malabar Farm State Park‟ considers the environmental movement as a marketing tool, the „No Child Left Inside‟ movement as a way to reach new target audiences, and the principles of ecotourism to guide the state park‟s marketing and public relations practices. This project veers from traditional theses. While extensive research guided each area of study, a public relations plan presented to the existing organization and client, Malabar Farm State Park, addresses the park‟s PR challenges. All public relations, marketing, and advertising tactics and solutions presented to the client act merely as suggestions that mirror practices within the public relations field; implementation is at the client‟s discretion. This case study attempts to solve real communication issues for a real organization.
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Appendix F: Sample Author Biography Author Biography Bart Simpson was born in Springfield, Ohio on April 1, 1983. He grew up in Springfield, graduating from Springfield High School in 2003. At Ashland University, Bart is majoring in college pranks with a minor in potty humor. He is a member of that national prank honorary Pi Upsilon Nu, was on the Dean‟s List 3 semesters (until someone discovered he hacked WebAdvisor), and received the prestigious Do Nothing Scholarship. Upon graduation, Bart plans to work at Moe‟s so he can spend more time with his father, before attending graduate school to receive a doctorate in Whoopee Cushions.
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Appendix G: Honors Capstone Timetable Students typically work on their Honors Capstone Projects over three semesters: Semester I (typically fall or spring, Junior year): Enroll in HON 310: Honors Capstone Preparation Seminar Select faculty mentor to supervise the Capstone Project, and direct the Independent Study Submit Independent Study Request Form for Semester II to Registrar‟s Office prior to end of semester Develop Capstone Project prospectus, a 3 to 10 page description of the Capstone Project and the nature of the research, including an annotated bibliography Begin collecting resources for study Semester II (typically Fall, Senior year): Read, research, and organize Outline and begin to write towards the end of the semester Select at least one additional reader in consultation with mentor One page Progress Report signed by student and mentor submitted to Director of Academic Honors Program by Wednesday of last week of classes. Semester III (typically Spring, Senior year): Submit drafts of Capstone Project to faculty mentor for feedback throughout the semester. Submit the completed Capstone Project to additional readers by Friday of 11th week of classes Readers evaluate and give feedback on the Capstone Project by Friday of 12th week of classes. Schedule oral defense to occur within 13th through 15th week of classes. The Honors Program Office will publicly announce the defense which is open to anyone who wishes to attend. Complete revisions suggested by readers and submit hard copies of Capstone Project to readers and the Honors Program Director at least two days prior to oral defense. Submit hard and electronic final copies of Capstone Project to Honors Program Office by 5:00 p.m. on Wednesday of final exam week. Receive Honors cords to be worn during graduation. Variations in this schedule are possible, but must be approved by the Director of the Honors Program. For example, some students may elect to take 6 credits of Independent Study one semester.
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