Project Requirements

• You can reasonably expect to have a material impact on the issue;
• The solution will have a significant impact on the performance or success of you and your organization over the next several years;
• The outcome will have a positive impact on the community; and
• You are genuinely open to alternative possibilities about your role in the solution. 

 
                         
​  Incorporation of Capstone Project across the entire North Star Curriculum
 
    The North Star curriculum comprises three required courses and one specialization course. While all four courses have individual measures of learning such as tests and assignments, the single North Star Capstone Project will account for 30% of the final grade in every class. Here's how it works:

    The final written product will be submitted to all four of the student’s instructors. Each instructor will then grade the exam individually but only with regard to their course. For example, the leadership instructor will grade the exam only with regard to the leadership aspect of the challenge or initiative. The Contemporary Issues instructor will grade the project based on the currency and relevancy of the topic and the student’s demonstrated knowledge of the topic. The Wellness instructor will grade the project from a health and wellness perspective. For example, how will the agency deal with all the uncertainties and fears of change?  How will the agency value employee input?  Similarly, specialization instructors will grade from their perspective. For example, a law instructor will look at the thoroughness and soundness of the legal reasoning and justifications for your solution. What this grading schema means for students is the final project must fully address all four areas of the North Star curriculum: Leadership, Contemporary Issues, Health and Wellness, and the student’s specialization area. All instructors will be allowed to factor into their grades such issues as effort, depth of critical thinking, writing style, grammar and mechanics, and professional appearance of the product. The written component will account for 30% of the final grade in each of the four classes.
 
    The second component of the Capstone Project is the oral presentation. All students will present their projects in their Leadership course during week four. The oral presentation will account for 20% of the final grade in only the leadership course.
 
           
                                                Five Phases of the Capstone Project
 
      Phase 1:     Identification of initiative or challenge
      Phase 2:     Approval of topic by all four instructors relative to their individual courses
      Phase 3:     Small group, peer consultations
      Phase 4:     Written product
      Phase 5:     Oral presentation
 
 
Phase 1:    Identification of initiative or challenge
 
     Prior to arrival, students will prepare a prospectus outlining their significant problem, challenge, or initiative. The prospectus will be submitted to each instructor during the first class meeting. The prospectus should be typed and double-spaced and be between two to three pages in length. The following areas should be addressed:

• Identification of the problem
• Discussion of the challenges associated with addressing the problem
• Identifications of players, constituents, and stakeholders and their interests/agenda
• Impact on the agency and community
• Efforts made to date

 
 
Phase 2:    Approval of topic by all instructors
 
     The prospectus will be submitted to each of the student’s instructors during the first class of the North Star program. Each instructor will provide feedback to the student by the third class of the program. The feedback and approval of the topic will be relative to the instructor’s course.
 
     Thus, it is possible for some instructors to approve the topic as submitted while other instructors may require additional development in a specific area. A quick approval by all instructors is essential. Students should pay particular attention in writing the prospectus to cover all four course areas in sufficient depth.
 
 
Phase 3:    Small group, peer consultations
 
     During this course, the students’ extensive talents and leadership experience will be used to teach one another. The fourth class of week one has been set aside specifically for this purpose with regard to the Capstone Project.
 
     The instructor will divide the students into groups of four. Students will be dismissed from class to meet in their groups for the rest of the class. Each of the four students will be afforded 25 minutes to discuss their projects within the group and receive invaluable consultation from peers who may have experienced similar challenges or simply can offer different perspectives.  This will occur across every course thus giving each student four opportunities to discuss their project in a different small group session.
 
     Instructors should emphasize the importance of taking these consultations seriously. This may be the only time in their career where they have a captive audience of three peers from different agencies (perhaps different regions of the country or even different countries) to help them tackle their toughest challenges.
 
     This is a good time to state our expectations as far as confidentiality. Students and faculty should respect confidentiality not only with the peer consultations but in every class. Creating a learning environment where students feel safe to talk openly and honestly discuss their challenges and experiences is a critical component of a successful North Star experience.
 
 
Phase 4:    Written product
 
      The final written product is due to each instructor on the first class of week four. However, students are welcome to submit drafts of the project at any time prior to that class. As the faculty strongly believes in the iterative process of learning, the instructors are more than willing to provide constructive feedback prior to final submission of the project.
 
      The final project should, to some extent, be a continuation or expansion of the prospectus. The paper should address the following areas:

• Identification of the problem
• Initial challenges associated with addressing the problem (if the project implementation has not begun, speak only to the challenges encountered to present)
• Identifications of players, constituents, and stakeholders and their interests/agenda
• Full discussion of the proposed solution
• Expected impact on the agency and community

           
      Within these broad categories, students must address the topic area of all four courses: Leadership, Contemporary Issues, Wellness, and the specialization course.  Any supporting materials (i.e. laws or case briefs, government statistics via charts or graphs, organization structures, germane letters and emails) should be attached as Appendices.
 
      The final paper should be no less than 10 pages for undergraduate students and no less than 15 pages for graduate students. This page count does not include the cover page, reference pages, charts, graphs, or other pertinent materials that may be included as appendices. Papers should look professional, follow APA 6th Edition formatting (typed, double-spaced, size 12 font Times New Roman, use of appropriate headings throughout), and be error free. Students are encouraged to make use of peer assistance with their final papers. Students also should discuss concerns about the project with their instructors throughout the program.​


Phase 5:      Oral Presentation  (only in the leadership course)

     All students will present their projects during week four. The oral presentation will account for 20% of the final grade in only the leadership course.  Thus, the entire Capstone Project (written and oral presentation) will account for a total of 50% of the final grade in the leadership course but only 30% of the final grade the Contemporary Issues, Health &Wellness, and specialization course.
 
     The oral presentations will be no more than 10 minutes in duration and should include a brief period for class questions. The existence of such a short time frame to present will require clarity of thought and expression as well as preparation. Students are encouraged to be creative with their presentations. Students may use power point, handouts, or any other props that may make the presentation more informative and interesting. Oral presentations will take place over the first, second, and third class of the final week only in the Leadership course.