MERCEDES HIGH SCHOOL

T-STEM ACADEMY
2018 - 2019
CAPSTONE PROJECT HANDBOOK
 T-STEM Capstone Introduction

As the culmination of fulfilling the Mercedes High School T-STEM Academy Graduation
Requirement(s) T-STEM students are required to complete a Capstone Project. The Capstone Project
allows a student to choice a topic of their choice related to STEM and preferably in their career pathway.
The project must be researched based and solve a problem within the community, school or world. The
st
end product demonstrates student mastery of research standards and 21 Century skills. These skills
include: written and verbal communication organization, time-management, technology in presentation,
and oral presentation skills.
The Capstone Project is designed to be complete independently by students with the guidance of
the Capstone teacher and a mentor of their choice (family members excluded). The Capstone teacher(s)
will provide guidance by instructing them about the components and structure throughout the process.

Key Phases and Performance Expectations:

 FIRST SIX WEEKS:

 Phase I - Proposal: Exploration of Capstone Clusters, Presentations, Reflections, Pre-
Proposal Topic Brainstorming/Selection; Pre-Proposal Core Question; Service Learning
Component. This phase culminates with the T-STEM Project Proposal and Preliminary
Task List/Timeline
 SECOND & THIRD SIX WEEKS
 Phase II - Research Paper: Bi-Weekly Reflective Journal Entries, Collection of Artifacts, and
Research Paper
 FOURTH & FIFTH SIX WEEKS
 Phase III – Project Creation: Bi-Weekly Reflective Journal Entries and Product, System, or
Event Development/Creation, Defense to Panel of Experts
 SIXTH SIX WEEKS
 Phase IV – Culminating Defense and Presentation: Community Showcase, and Final
Portfolio Reflection

The Student…

 Selects or is assigned a problem related to his or her career pathway.

 Conducts research related to the problem.
 Identifies teachers, business and postsecondary education partners/mentors with relevant
expertise of the problem and its solution.
 Analyzes and synthesizes information to solve the problem.
 Maintains periodic reflective journals, to include Critical Friends Protocols of the project’s
progress.
 Establishes with teacher checkpoints for assessment to ensure the project time line
is on track and he or she is meeting the standards for the project.
 Develops a multimedia presentation to adult partners/mentors and panel committee
detailing what he or she has learned.
 Creates e-portfolio of T-STEM Capstone Project.
 A Capstone Project IS NOT…
o Bounded by a few weeks to complete. Capstone Projects usually
encompass one to two semesters. ▪ An internship program.
o A research paper. Capstone Projects result in a product. Capstone
requirements include visual and auditory presentation of the Capstone project,
and panel of experts’ review of said project. Capstone reflection requirements
encompass a reflective journal and final reflection analysis paper.
 Hallmarks of T-STEM Capstone Project

Research
The student selects a problem related to his or her career pathway. Research is collected and analyzed to
begin formulating a solution to the problem or question. The student uses various methods and sources to
investigate the problem.

Authenticity
Problems are meaningful to the student and related to the career field. Resources exist within the
community and beyond to support this project. The capstone project represents a real problem encountered
by individuals in this career field. Working to resolve the problem, the student demonstrates proficiency in
technical and academic competencies.

Work-based Learning
The problem is connected to an area within the student’s career field. The student selects an adult from an
advisory committee, business partner or postsecondary partner to work closely with on the project. Adult
partners provide the context for the project.

Academic Rigor
The project is cross-curricular and challenges the student to apply knowledge related to both academic and
technical subject areas. The project is aligned with appropriate academic content and technical standards.
The student develops high-order thinking skills through research and analysis.

Professional Relationships
The student works closely with adults of content expertise. Adults collaborate with each other and with
students on the development and evaluation of projects. Students prepare professional oral and written
communications for adult audiences.

Presentation
The student produces a multimedia presentation detailing problem identification, research and the student’s
solution or recommendation. The presentation is the culminating experience in which the student
demonstrates what has been learned.

Assessment
Project criteria is communicated to the student and is used to gauge learning. Assessment is formative, with
multiple checkpoints along the way, providing feedback to the student. Adults outside the classroom help
the student develop a sense of real-world standards. The student’s project is documented in their portfolio.
 How to choose a Capstone Project

The student should choose one of the following applied learning problem-solving standards to
base their Capstone on:

 Design a product, service or system:

o Identify needs that could be met by new products, services, or systems
and create solutions for meeting them;
o Design and build a physical product;
o Design a plan for development of a building or area;
o Investigate an issue (social, political, scientific, moral/ethical, artistic) and
propose possible solutions;
o Design a service
 Improve a System:
o Develop an understanding of the way systems of people, machines, and
processes work; troubleshoot problems in their operation and devise
strategies for improving their effectiveness;
o Design a curriculum unit to address a gap or problem you identify;
o Troubleshoot and repair faults in the operation of an automobile,
mechanical device, or computer-based system;
o Design solutions to solve an environmental issue; or
 Planning and organizing an event of activity
o Take responsibility for all aspects of planning and organizing an event or
activity from conception to completion, making good use of the resources
of people, time, money, materials, and facilities;
o Arrange a series of Career Information Seminars;
o Organize a STEM festival/business exposition;
o Design and implement lessons in STEM exploration (Note: All teaching
capstones require a minimum of 2 lessons taught on 2 different days. The
student’s lesson requires a minimum of five (5) hours of contact time with
the participants in order for them to become proficient at the skills being
taught).
 Capstone Roles and Responsibilities

Student – the student is ultimately responsible for the success of the Capstone Project. He/she
must work closely with his/her mentor and Capstone teacher.

 Identify a core question that allows an in-depth exploration of a topic whose goal is
problem solving, resulting in a path to new knowledge.
 Complete the Capstone Proposal Worksheet for final approval by Advisor.
 Select and work with a mentor who helps to guide the student through the
process. Mentors may be identified from within or outside the school community to
provide expertise and support.
 Adhere to a timeline for the major activities in the project, including regular meetings with
the project mentor.
 Conduct thorough research on content. Consult regularly with Capstone teacher(s) and
mentor to ensure that the requirements are being met. All research information must be
recorded on the Research Paper Template.
 Annotate research and include annotations in the Research Paper Template.
 Consult the Research Paper Rubric and the Capstone Oral Presentation Rubric to
ensure that all elements have been included.
 Write a Research paper that reveals the details of the research that was found. The
connection between the research and the Capstone project should be evident in the
Research paper.
 Maintain a Fieldwork Log.
 Obtain outside evaluation of the product (mentor).
 Consult the final Capstone Oral Presentation Rubric and guidelines in preparation for the
final presentation.
 Prepare final presentation folder of essential highlights of the project for judges.
 Present the Capstone Product to the judging committee.
 Maintain an electronic portfolio of the required Capstone components.

Capstone Teacher(s) – the Capstone teacher(s) is the guide/facilitator for developing and
executing the Capstone Project.

 Introduce the student to the design of the Capstone Project.

 Help student identify a core question.
 Assist the student in developing an accepted proposal that addresses the required
standards.
 Assist student in identifying appropriate expert/mentor to assist with the project.
 Review the final proposal and sign it.
 Review the project timeline with the student.
 Make certain the student is familiar with the appropriate standards and all rubrics that will
guide the student during the project.
 Review and grade student’s Research Paper.
 Attest that the student’s content is sufficient to meet standard.
Capstone Mentor(s) – the Capstone mentor(s) is th

 Review the final Product

 Complete a student made evaluation of the final produt and sign the Fieldwork Log.
 Assit the student in determining the appropriate items to be included in the final
presentation folder.
 Review the steps to a successful oral presentation, guidelines, and oral presentation
rubric.
 Capstone Project Breakdown

The Capstone Project Research Paper: 8 pages and must include the following:
 Part I – What I Know
o In this section of the paper you will introduce your topic of research and explain
your ideas and what you know (or think you know – hypothesis) about your topic
 Part II – What I Want to Find Out
o In this section you will explain what it is that you want to know (or uncover) about
your topic. This is where you ask the essential question (thesis). Why is this
topic important to you?
 Part III – The Search
o In this section you describe your search. What evidence did you uncover or
discover? How do you support your findings? (A transcript of the interview must
be included. At least fifteen substantive interview questions related to the topic
must be asked and answered).
 Part IV – What I Learned
o In this section you combine your ideas and prior knowledge, with the evidence
you uncovered. What conclusions did you reach? Do you have the same ideas
or interests? What did you learn?
 Part V – Annotated Bibliography
o This section is a list of all the exact sources you used in your paper. A minimum
of 12 sources must be used. Once source must be an interview with your mentor
and no more than two (2) sources can be non-scholarly.. All sources must be
printed and submitted throughout the research process in your Capstone Binder
and eportfolio. This bibliography must be complete and accurate to avoid
plagiarism.

The Capstone Project Presentation: the presentation will be a Academy-wide celebration of the
student’s efforts which will occur in a one-day event in January)))))). The student must submit
Capstone folders for distribution to the judges. Each folder should contain:
 A printed copy of the presentation
 Sketches (if applicable)
 Lesson plan (of applicable)
 The reflective essay
 Evaluations from the mentor and participants (if applicable)
 Photos of the event or product (if applicable)
The presentation must follow this format:
1. Introduction
2. Engagement activity
3. Explain why topic was chosen
4. Core Question
a. Address the core question
b. Note the learning stretch
5. Alignment to STEM
6. Research – an overview of the Research Paper
7. Report and Reflect on event or product
8. Conclusion
 Additional Annotated Rubric Sources

1. Rhode Island Capstone Handbook

Includes Rubrics for: Designing a Product, Improving a System, Planning an Event or Activity
Also includes Rubrics for final product rubric and for oral presentation rubric
Source: http://www.ri.net/Skills/capstone/rubrics.html

2. Assessment Framework for Capstone Design Courses.

Includes a Framework for assessing the roles and holistic behaviors of an engineer to include: Technical
Roles, Interpersonal Roles, and Professional Roles.
Source: http://seniordesign.engr.uidaho.edu/papers/assessment_framework_for_capstone_design_courses.pdf

3. Oral Presentation Scoring Rubric

Source: www.oxfordpublicschools.org/file/4601/download

4. MASUK HS Capstone Handbook

This handbook details the following rubrics: fieldwork experience, reflection paper, and oral presentation
Source: http://www.monroeps.org/resources/6/Documents/Capstone%20Handbook.pdf

5. 2009-2010 High School Capstone Manual - Memphis City Schools

This manual for capstone projects has a rubric for the research paper, a presentation rubric and an overall
product/performance rubric.
Source: www.mcsk12.net/schools/kingsbury.hs/.../CapstoneManual091049.p..

6. Coventry High School Capstone Rubrics

This website from a Rhode Island high school includes rubrics for: proposal, research, reflection, intellectual
product, physical product, improving a system product, planning an event product, and oral presentation.
Source: http://faculty.coventryschools.net/MarsellaAnthony/rubrics.htm

7. Middletown High School Capstone Project Manual

This manual details the following rubrics: research paper, reflective essay, and an oral presentation.
Source: http://www.ri.net/middletown/mhs/graduation/capstone_manual.pdf

8. Mt. Ararat High School Capstone Project

This website provides a handbook, timeline, rubrics, and samples.
Source: http://mta.msad75.schoolfusion.us/modules/cms/pages.phtml?sessionid=&pageid=244230

9. Capstone Rubrics - Weymouth Public Schools.

This rubric gives points to each section to establish an overall proficiency rating for the project.
Source: www.weymouthschools.org/...High.../Capstone%20Rubric.pd

10. Joseph Case High School Capstone Rubrics

Rubrics for: Proposal and Reflective Journal
Sources:
http://casehigh.swanseaschools.org/modules/groups/homepagefiles/cms/1005133/File/capstone%20proposal%20rubric.pdf
http://casehigh.swanseaschools.org/modules/groups/homepagefiles/cms/1005133/File/Capstone%20Reflection%20Rubric.pdf
 References

Coventry High School capstone task proposal 2009-2010. (n.d.).

Retrieved from
http://faculty.coventryschools.net/MarsellaAnthony/capstone.htm

Critical friends: A process built on reflection. (n.d.). Retrieved on May 6,

2013 from
http://depts.washington.edu/ccph/pdf_files/CriticalFriends.pdf

Curry School of Education, University of Virginia. (2011, September). Ed.D. capstone project manual.
Retrieved from
http://webcache.googleusercontent.com/search?q=cache:d0sXugw71woJ:curry.virginia.edu/uploads/
resour ceLibrary/Curry_Capstone_Project_Manual_Final7.doc+&cd=1&hl=en&ct=clnk

East Windsor High School senior project handbook. (n.d.) Retrieved from

http://www.eastwindsork12.org/Customer-
Content/WWW/CMS/files/Originals/attachments/Senior%20Project%2011
12.doc

Kansas City, Missouri School District. (n.d.). Senior capstone project. Retrieved from
http://www.kcpublicschools.org/cms/lib6/MO01001840/Centricity/Domain/101/KCPS%20Capstone%
20Guid e.pdf

Ohio Department of Education. (n.d.). Senior capstone project. Retrieved on April 1,

2013 from www.ode.state.oh.us/ctae

Rhode Island Skills Commission. (2005, October). Capstone project manual. Retrieved on April 1,
2013 from http://www.ride.ri.gov/highschoolreform/dslat/

Tech Prep senior project manual. (2002, Spring). Retrieved on April 30,
2013 from
http://wvde.state.wv.us/counselors/students/senior_project_manu
al.doc.

WHS capstone project handbook 2012-2013. (n.d.). Retrieved from

http://www.weymouthschools.org/uploadedFiles/Weymouth_High_School/Teaching_and_Learning/C
apston e%20Project%20Handbook%20Proposed%202013%20V4%203.pdf
You Tube Resources
WHS 21 Capstone Project: The YOU credit
(3:28 min)
http://www.youtube.com/watch?v=HwGpZTP199
Q

Capstone - Real-World Learning in High School

(4:00 min)
http://www.youtube.com/watch?v=5Qun80mKzc0

Bringing it all together: The Senior Capstone Project

(2:46 min) http://www.youtube.com/watch?v=7CM8AYjj1Ss

Capstone Projects- Webcast (Palos Verdes HS) (for parents)

(9:30 min) http://www.youtube.com/watch?v=U44eYkkam2Q
Senior Project and Project-Based Learning: Some Helpful website and
Samples
Before you start re-creating all your own documents, it is great to surf websites from
organizations and schools involved in senior projects and project-based learning that provide
information, forms, resources, rubrics and sample projects.
www.bie.org/pbl/index
www.ehs.suhsd.net/senior_project/senior_project/contents
www.stemnet.nf.ca/sciencefairs/senior
www.helixcharter.net/seniorproject/rrivas/index
www.serve.org/seniorproject
www.urban.cornell.edu/youthwork/ptools.learn
www.jff.org
www.pltw.org/aindex.asp
www.bigpicture.org
www.nyfa.org/educate_by_design/ed_assessment
www.iearn-canada.org/guideontheside
www.gsn.org
www.iste.org/research/roadahead/pbl
www.netc.org/presentatons/itsc/2000/pbl/index
www.sreb.org/programs/hstw/publications
www.fsus.fus.edu/m2000/howto/capstone/FLHighcapstone
www.learningspace.org/instruct/lplan/library/entire
http://glef.org
http://schools.ncia.net/gorham/scholastic/seniorproject
http://pc65.frontier.osrhe.edu/hs/science/goals
 Preliminary Task List/Timeline
A timeline is extremely important for the management of a project. When creating a
timeline, one should consider the timeframe available in order to complete the project.
For instance, when developing a timeline, keep in mind school holidays and testing
days. The following is a list of major phases/components to complete. Use this as a
framework to develop all the minor steps within each major phase in order to complete
your project on time for the final defense to a panel of experts and the community
showcase.

Project Start Date: __August 27th_____Final Defense to Expert Panel Date: March_________

Community Showcase Date: __April-May_______________

Major Phase Components Timeline

Phase I Pre-Proposal Topic Brainstorming/Selection August 27th-

Proposal September 28th

Pre-Proposal Core Question August-

September 28th

Artifact Review (3 sources) August 27th -

September 28th

T-STEM Project Proposal Revised October 11th

Phase II Research Problem: Rationale for studying this concern October 1st -
Research Paper November 30th

Artifact Review October 15th -

November 30th

Purpose Statement, Research Question(s) October 19th

Inquiry Format, Methodology, Design, Ethical Concerns October 15th-

November 30th

Analysis and Conclusions (Completed after product/system/event is February

developed)
Phase III Project Development/Creation of product, service, or system October -
Creation Development/Creation of improvement to a system February
Planning and organizing an event or activity
Phase IV Defense Defense to Panel of Experts: Presentation Materials March
& Presentation
Community Showcase: Presentation Materials April
Frequently Asked Questions

1. When should students complete a Capstone Project? Generally, during the

senior year. However, some students may complete their Capstone Project during
the summer between their junior and senior year due to mentor schedules and/or
scheduling of their project event.

2. Can students work in pairs? As part of a 21st Century learning experience,

students should be able to work independently and collaboratively to problem
solve. In this spirit, student teams of two will turn in one Capstone Project.
However, the Reflective Journal sections must be completed by both team
members individually.

3. How long should a Capstone Project take? Capstone Projects typically

encompass one to two semesters. However, some schools have students
begin exploring capstone topics as early as their freshman year, and annually
thereafter. In this way, students are exposed to multiple research fields, current
or future problems, systems that need improvement, or events/activities that
could be planned.

4. Where should a Capstone Project be housed? Capstone Projects are typically

housed in the 4th year senior STEM elective course such as: Project Lead the Way
(PLTW) Biomedical Innovation, PLTW Engineering Design and Development,
Texas Education Agency (TEA) Engineering Design and Problem Solving, TEA
Advanced Biotechnology, TEA Forensic Science, TEA Independent Study in
Mathematics, TEA Statistics and Risk Management, TEA Engineering
Mathematics, TEA Scientific Research and Design, TEA Engineering Design and
Problem Solving. However, some schools also house the projects with a separate
Capstone Project Advisor, or an English teacher.

5. When do students present their Capstone Project? The presentation is the

culminating event of a Capstone Project. Students present to panels of experts in
the subject matter they researched. Expert panels ask questions and score
projects based on rubrics provided by the Capstone Project Advisor. In addition,
many schools host a Capstone Project Presentation night for parents and
community members to attend. Some schools combine the presentation to panels
of experts with the parent/community night presentation.

6. Defense / Presentation Do all students in the course defend/present on the same

day? Does the defense count as part of the project grade? Some schools schedule
a Project Defense/Presentation day at the end of the semester in which students
present their projects to various panels of experts. Other schools organize projects
around similar research topics and invite panels of experts to judge the
defense/presentation of said projects on particular days. All schools include the
Defense/Presentation as part of the project grade. (See Appendix A for sample
Defense/Presentation Rubrics).