capstone projects and master's theses

The Graduate College » Faculty/Staff » Graduate Handbook » Master's Degree Policies and Procedures » Theses and Capstones

Culminating Experience: Theses and Capstones

Every degree requires a culminating experience that is designed to integrate and apply the knowledge and learning gained from the curriculum, and demonstrate mastery of the subject matter in the degree. A master’s thesis is required by some programs, and a master’s capstone project/experience is required in others. Each master’s degree student undergoes an individual evaluation process at the end of their program.

Thesis Preparation, Evaluation and Submission Process

Preparation of a thesis demonstrates the student’s ability to communicate and to evaluate critically. Information about preparing an electronic thesis is available on the Graduate College website. The student should consult with their program office for additional forms required other than what appears on the graduation checklist.

A student must note any relevant deadlines defined by their program, and work with their program leadership to form a thesis committee composed of at least two UC faculty members, at least one of whom must be a member of the university graduate faculty . The thesis committee can guide the student in their exploration of the topic of the master’s thesis, and is responsible for final evaluation of the thesis. The student must submit the completed thesis to the thesis committee for critical evaluation, by the deadline required by the program or their thesis committee. Students who have written a thesis are expected by the Graduate College per their program requirements to make a public announcement of their thesis defense, including time, date, and title of the public presentation. The format for thesis evaluation is decided by the academic unit offering the graduate degree.

Faculty with emerit status may remain on the committee if they were members when the proposal was accepted and were full-time tenured, university graduate faculty. A faculty member originally on a student’s committee who leaves UC to take an academic position elsewhere may also continue to serve on the student’s committee if both the faculty member and the student agree to continue the relationship. However, neither an emerit professor nor a faculty member from another institution may serve as chair of the committee, since they are no longer eligible to be university graduate faculty. 

Once a thesis has been approved by their committee, the candidate for the master’s degree must submit an electronic thesis by following the current instructions online at the Graduate College's Graduation page . Be careful to adhere to any deadlines for submission, or graduation will be delayed.

Capstone Process

Master’s students who are not required to complete a thesis should consult their academic programs about the requirements and procedures for the capstone experience in their programs. 

In some programs, the final capstone event may be in the form of a comprehensive exam or research project; in others, the final evaluation may appropriately be a recital, performance, or exhibition. The specific nature of the final evaluation is determined by the academic unit offering the master’s degree program, but it must include evaluation by full-time faculty at the University of Cincinnati. If questioned, the appropriateness of a final evaluation will be decided by the University Graduate Council.  

Theses and Capstone Projects: Writing your thesis or capstone project report

When a final project includes a written document of some sort, students are expected to follow the appropriate MSOE style guide. There are separate style guides for undergraduate and graduate work.

The applicable style guide can be found here:

• MSOE Graduate Student Documentation and Style Guide For Technical Documents
• MSOE Undergraduate Documentation and Style Guide

Thesis and Capstone Reports

MSOE librarians work closely with graduate students and their advisers during the thesis and capstone report phase of their education. The following resources, documents and information will help you complete your final project.

Graduate Thesis and Capstone Report Format Checks

In compliance with Graduate Programs Council (GPC) Policy 4.3.009, the library is responsible for verifying that all MSOE Graduate Thesis and Capstone Report documents comply with MSOE’s format requirements.

Graduate Thesis and Capstone Report Completion

• Graduate Thesis and Capstone Document Process This document walks through the process of completing a masters thesis or capstone document, including the library publication approval check and other considerations.
• Graduate Thesis and Capstone Publication Approval Form Complete this form and submit it to the library along with the thesis or capstone project to be reviewed.
• MSOE Electronic Thesis and Capstone Project Report Permission Form Use this Form to grant MSOE permission to electronically publish a graduate degree thesis or a graduate degree capstone project report or other independent graduate degree final report or essay.
• Library “Non-Circulation Status” Request Form Complete this from to request access restrictions for a thesis or capstone report.

Personal Thesis/Capstone Bindery Request

The library offers a bindery service for graduate students interested in having copies of their thesis or capstone report bound in a durable, sturdy, and attractive hardcover binding. Students are charged a fee per volume for the service. To request binding of a thesis or capstone report, please send an email to [email protected] .

Electronic Publications at MSOE

• Electronic Publications at MSOE A selection of theses and final capstone project reports completed by graduate students at MSOE that have been approved for electronic dissemination.

MSOE electronic publication provides the broadest possible method of disseminating your work. With electronic publication, the full text of your electronic thesis, capstone project report, or final independent report or essay is freely accessible world-wide on the Internet. Electronic publication of your document typically results in more recognition of your research work, wider dissemination of scholarly information, and acceleration of research.

The MSOE Library invites MSOE graduate students who have completed an approved master's thesis, capstone project report, or other independent final report or essay to submit their work to the MSOE Institutional Repository. In order to participate, graduate students must complete and submit a Permission Form in order to enable MSOE to electronically publish their work.

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• Last Updated: Feb 9, 2024 8:42 AM
• URL: https://libguides.msoe.edu/theses-capstone-projects

Home > ETDs > Master's Projects and Capstones

Master's Projects and Capstones

Master's projects/capstones from 2015 2015.

Quantify Blood Loss to Prevent Escalation of Blood Loss , Manprit Virk

Limiting Exposure to Isoflurane in a Veterinary Occupational Setting , Richard A. Votava

Hepatitis C: A Perspective Through the Social Ecological Model , Sandra H. Vulis

Engaging San Francisco’s Western Addition in a Community Needs Assessment: A Field Work Report , Bridget Walsh-Dahlberg

Improved Satisfaction on Postpartum Unit by Implementing a Discharge Nurse Role , Nicole Ware RN, MSN

Prioritizing the Management of Arundo Donax: Recommendations for Removal and Revegetation in California Riparian Habitats , Matthew S. Waterworth

Improving Patient Safety Through Accurate Medication Reconciliation , Dominique Watt

Improving Hand Off Communication to Enhance Patient Outcomes and Staff Satisfaction , Karin Weinstock

Preoperative Education: A Patient-Centered Care Approach , Gia L. Wendt

Assessing the Needs of IHSS Providers , Renesha M. Westerfield

Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs , Wesley Weston

Perinatal Patient Management , Natalie Whitten

Enhancing Education of Medication Side Effects to Improve Patient Outcomes , Kyle R. Woolley

Supplementing ESL Classroom Activities With Social Media For Young Adult Learners , Clair M. Yeo

Evaluation of 21st Century Skills in Museum Field Trips , Melissa A. Zabel

Reducing Clostridium Difficile , Norabel V. Zafra

Early Childhood Bilingual Education: A Curriculum to Teach Kindergarteners in China to Develop Primary Speaking and Listening Skills in English , Xiaotian Zhang

Master's Projects/Capstones from 2014 2014

Prevention of HIV Mother-To-Child-Transmission in sub-Saharan Africa , Sidik Abdul-Mumuni

Content-Based Instruction and Corpus Linguistics Curriculum for Early Advanced EFL Saudi Students , Ahmed Alattar

Nutrition Education and Community Advocacy at Marin Health and Human Services , Anna C. Allison

SFMOMA PopUp Art as a Tool of Social Justice , Elinoar Almagor

Increasing Compliance of Personal Protective Equipment S election and Use for Isolation Precautions Among RNs & NAs on a Med-Surg Unit , Megan R. Alsmeyer

Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School , Osaro Althouse

The Wireless Museum: Broadcasting a Revolution , Merrill Amos

Minimizing Avoidable Interruptions During Medication Administration , Jaleel Anne Arnado

Emergency Preparedness on an Inpatient Hospital Unit , Hailee Marie Barnes

Improving Interdisciplinary Communication to Improve Patient Satisfaction , Jennifer J. Barnes

Refining dendrochronology to evaluate the relationship between age and diameter for dominant riparian trees in the Redwood Creek watershed , Devin Barry

Project Management Capstone , Alexa Beaman

Stories that Take You Places: A Mobile App for the GLBT History Museum , Leah Belcher

Healthy and Livable Pittsburg Initiative: Master of Public Health Culminating Experience , Jasmine L. Bernal

Deep Energy Retrofits Using the Integrative Design Process: Are they Worth the Cost , Daniel S. Bertoldi

Museum Studies Capstone Project: Proposal for an Exhibition Development Project Management Plan , Cornelia Bleul-Gohlke

County of San Mateo Adolescent Report 2014-2015 Youth and Adults Working Together for a Healthy Future , Vanessa D. Bolton

California Native American Baskets Pop-Up Exhibit , Kaitlin Buickel

The Lost Childhoods Exhibition and the Foster Youth Museum , Raymond W. Bussolari

Project Management Plan to Digitize the National Museum of Mexican Art's Collection , Janet Carmona

Project Management Plan to Develop a Community-Based Public Program , Celia Castro

The Future of Direct Potable Reuse in California: Overcoming Public Acceptance Barriers , Allison Chan

Using Video Simulation to Enhance RN-PCA Communication , Boris Chang

Fieldwork Summary Report: Reducing Repeat Teenage Pregnancy through Program Planning and Evaluation , Winnie Y. Chan

Pronunciation Lesson Plans for Korean EFL University Instructors , Jeongtong (Justin) Choi

Making an Impact Creating a sustainable future for nonprofits through planned giving , Brianna Commins

The negative relationship between immunization rates and outbreaks: an argument for improving awareness and provider recommendations, advocating for, and developing intervention strategies to increase immunization rates across California. , Katelyn Conant

Establishing a Translational Research Center in California's San Joaquin Valley: Principles, Partnerships, and Initial Steps , Rachel R. Cox

Fieldwork Summary Report-World Health Organization , Anna Cross

Berkeley Youth Alternatives Fieldwork Summary Report: Assessing Social Determinants to Improve the Physical Health and Academic Development for Youth in Berkeley, California , Alane M. Cruz

The Potential for Marine Protected Areas in the San Francisco Bay , Samantha P. Delapena

Collaborating With the Unit Clerk to Decrease Avoidable Interruptions During Medication Administration on a Medical Surgical Unit , Christine Dimaano

Patient Satisfaction Related to Noise in the Coronary Care Unit , Anjanette S. Dominguez

Thacher Gallery , Naliani Elias

Remediation options for mercury-contaminated sediments within the Yuba River watershed , Tara Fitzgerald

Evaluation of the Development and Effectiveness of Copper Total Maximum Daily Loads (Tmdls) to Achieve Marine Water Quality Criteria , Joanna Florer

Public Program Evaluation at Art Museums , Jennifer Fry

Watershed Protection as the Primary Tool to Achieve High Quality Drinking Water , Kate J. Gazzo

Economic and Environmental Impacts of Plug-in Hybrids and Battery Electric Vehicles: A Comparative Analysis , Trideep Ghosh

What Role Can CEQA Play in Reaching GHG Emissions Reductions Goals Set Forth in AB 32 – An Analysis of CEQA, AB 32, and Recommendations for CEQA Reform , eleanor gilbert

Prevention of Gender Based Violence in Uganda , kathleen j. gillis ms

Trauma Informed Practices for Oakland Unite Service Providers , Maereg D. Haile

Critical Media Literacy: A Curriculum for Middle School English Teachers , Jennifer J. Hale

I Can! Kid-Abilities Day Brooklyn Children's Museum , Laura Harvey

Reducing Obesity and Obesity-Related Diseases in Richmond, California: Understanding the Importance of Partnerships in Community-Based Health Education , Arlette Hernandez

Representative Volunteerism in Museums , Natalie M. Hollett

Increasing Parent Involvement for ESL Parents , Cristina N. Holmes

Improving Patient Outcomes and Nurse Satisfaction by Reducing Avoidable Interruptions During Medication Administrations , Roberta Howard

Prevention of Medication Errors During the Transcription Process , Angela Huang

Integrating Traditional Ecological Knowledge with Modern Day Ecosystem Management and Restoration Practices , Leialani O. Hufana

Increasing Patient Participation in the Medication Reconciliation Process , Andrea Idudhe

Digitizing Treasure Island's Museum's Collection , Brianna Jilson

Registered Nurse Diabetes Medication Titration at Clinic X , Christina Jue

Using Enviromnetal Science Education to Empower Urban Youth to Overcome Environmental Injustices and Become Engaged Eco-Citizens , Jack J. Kearns

An Evaluation of Mental Health and Methadone: Anxiety, Depression, and Drug Use , Gursimran Khahera

Outpatient Medication Error Improvement , Savannah M. Klinginsmith

Collaborative and Genre-Based Writing in the L2 Writing Classroom , Misty R. Lassiter

Evaluation of Mangrove Ecosystem Restoration Success in Southeast Asia , Penluck Laulikitnont

Teaching Health Literacy in Conjunction with ESL , Dora Lee

English Language Learning through Visual Arts Practices: A Curriculum for Conflict-affected Youth in Secondary Education , jenny lemper

INCREASED COMMUNICATION BETWEEN NURSES AND DOCTORS ON AN ACUTE MEDICAL UNIT , Nina Linebarger

An Evaluation of Mammography Rates for Women, 50-74 Years Old, at the San Francisco Department of Public Health , Kimberly Litts

Controlling PM2.5 in Chengdu: Analysis and Recommendations from the China, U.S. and California Experience , Weijia Li

Addressing Health Disparities in Refugees , Claire E. Lopez

Recovery of Oregon Coast Coho Salmon (Onchorhynchus kitsutch) through Restoration of Freshwater Habitats , Andrew P. Lutz

Just Sit for a Bit: A Moment of Caring , Gabrielle M. Malouf

Culturally Relevant ESL Pedagogy for California Community College Teacher Educators , Jeff Moran

The Mobile Garden Program , Mary Mrowka

Improving Medication Administration and Patient Outcomes by Decreasing Avoidable Interruptions , Polly Nghiem

The LEGACY Girls Hormone Pilot Study: Implications for Breast Cancer Prevention through Exploring Hormone Biomarkers in Young Girls , Muoi T. Nguyen

Aircraft Greenhouse Gas Emissions during the Landing and Takeoff Cycle at Bay Area Airports , Travis M. Norton

Decreasing Medication Errors Through the Reduction of Avoidable Interruptions , Julia Nyznyk

Improving patient outcomes through use of the teach-back method in the Post Anesthesia Care Unit , Kathleen OSullivan

Use of Coastal Islands by Seabirds: A tool to guide future Marine Protected Areas in California , Dana A. Page

The Significance of Timing of Patient Daily Weights and the Barriers , Ann Pan

The Role of Nitrogen and Phosphorus in the Growth, Toxicity, and Distribution of the Toxic Cyanobacteria, Microcystis aeruginosa , James Parrish

Utility Right of Way Management: Potential for Expanded Integrated Vegetation Managment in California , Kayla Paschal

Prevention of Vaccine-Preventable Diseases through Information and Education at the California Department of Public Health , Vaisali M. Patel

Insects as Bio-Indicators , James Perth

At Risk for PTSD: The Public Health Implications of Trauma , Madeline Peyton

Closing the Gap: Achieving Equitable Healthcare Outcomes for Kaiser Permanente Members , Trang T. Phan

Nevada Museum of Art: Center for Art + Environment Expansion Project , Ryan Pinter

Improving Birth Outcomes: Women’s Oral Health Project , DILEM POLAT

Page 16 of 17

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Thesis/Capstone for Master's in Data Science | Northwestern SPS - Northwestern School of Professional Studies

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Data Science

Capstone and thesis overview.

Capstone and thesis are similar in that they both represent a culminating, scholarly effort of high quality. Both should clearly state a problem or issue to be addressed. Both will allow students to complete a larger project and produce a product or publication that can be highlighted on their resumes. Students should consider the factors below when deciding whether a capstone or thesis may be more appropriate to pursue.

A capstone is a practical or real-world project that can emphasize preparation for professional practice. A capstone is more appropriate if:

• you don't necessarily need or want the experience of the research process or writing a big publication
• you want more input on your project, from fellow students and instructors
• you want more structure to your project, including assignment deadlines and due dates
• you want to complete the project or graduate in a timely manner

A student can enroll in MSDS 498 Capstone in any term. However, capstone specialization courses can provide a unique student experience and may be offered only twice a year. 

A thesis is an academic-focused research project with broader applicability. A thesis is more appropriate if:

• you want to get a PhD or other advanced degree and want the experience of the research process and writing for publication
• you want to work individually with a specific faculty member who serves as your thesis adviser
• you are more self-directed, are good at managing your own projects with very little supervision, and have a clear direction for your work
• you have a project that requires more time to pursue

Students can enroll in MSDS 590 Thesis as long as there is an approved thesis project proposal, identified thesis adviser, and all other required documentation at least two weeks before the start of any term.

From Faculty Director, Thomas W. Miller, PhD

Capstone projects and thesis research give students a chance to study topics of special interest to them. Students can highlight analytical skills developed in the program. Work on capstone and thesis research projects often leads to publications that students can highlight on their resumes.”

A thesis is an individual research project that usually takes two to four terms to complete. Capstone course sections, on the other hand, represent a one-term commitment.

Students need to evaluate their options prior to choosing a capstone course section because capstones vary widely from one instructor to the next. There are both general and specialization-focused capstone sections. Some capstone sections offer in individual research projects, others offer team research projects, and a few give students a choice of individual or team projects.

Students should refer to the SPS Graduate Student Handbook for more information regarding registration for either MSDS 590 Thesis or MSDS 498 Capstone.

Capstone Experience

If students wish to engage with an outside organization to work on a project for capstone, they can refer to this checklist and lessons learned for some helpful tips.

Capstone Checklist

• Start early — set aside a minimum of one to two months prior to the capstone quarter to determine the industry and modeling interests.
• Networking — pitch your idea to potential organizations for projects and focus on the business benefits you can provide.
• Permission request — make sure your final project can be shared with others in the course and the information can be made public.
• Engagement — engage with the capstone professor prior to and immediately after getting the dataset to ensure appropriate scope for the 10 weeks.
• Teambuilding — recruit team members who have similar interests for the type of project during the first week of the course.

Capstone Lesson Learned

• Access to company data can take longer than expected; not having this access before or at the start of the term can severely delay the progress
• Project timeline should align with coursework timeline as closely as possible
• One point of contact (POC) for business facing to ensure streamlined messages and more effective time management with the organization
• Expectation management on both sides: (business) this is pro-bono (students) this does not guarantee internship or job opportunities
• Data security/masking not executed in time can risk the opportunity completely

Publication of Work

Northwestern University Libraries offers an option for students to publish their master’s thesis or capstone in Arch, Northwestern’s open access research and data repository.

Benefits for publishing your thesis:

• Your work will be indexed by search engines and discoverable by researchers around the world, extending your work’s impact beyond Northwestern
• Your work will be assigned a Digital Object Identifier (DOI) to ensure perpetual online access and to facilitate scholarly citation
• Your work will help accelerate discovery and increase knowledge in your subject domain by adding to the global corpus of public scholarly information

Get started:

• Visit Arch online
• Log in with your NetID
• Describe your thesis: title, author, date, keywords, rights, license, subject, etc.
• Upload your thesis or capstone PDF and any related supplemental files (data, code, images, presentations, documentation, etc.)
• Select a visibility: Public, Northwestern-only, Embargo (i.e. delayed release)
• Save your work to the repository

Your thesis manuscript or capstone report will then be published on the MSDS page. You can view other published work here .

For questions or support in publishing your thesis or capstone, please contact [email protected] .

CUNY Academic Works

Home > Dissertations, Theses & Capstones Projects by Program > Digital Dissertations and Capstone Projects

Digital Dissertations and Capstone Projects

This collection contains doctoral dissertations and master's capstone projects that include a substantive online or digital component to the work. The Graduate Center Library preserves these related digital projects using methods outlined on our Depositing Digital Work guide . Format guidelines for documenting digital projects for deposit were implemented in May 2018. The MA Program in Liberal Studies added a capstone project option in 2015; prior to that, all graduating students deposited their work under the "thesis" category.

As of 2014, all newly submitted Graduate Center dissertations and theses appear in Academic Works shortly after graduation. Some works are immediately available to read and download, and some become available after an embargo period set by the author. Dissertations and theses from before 2014 are generally accessible only to the CUNY community, but some authors have chosen to make theirs open access.

Capstone Projects Capstone Projects

The Neighborhood Stories Indexing Project , Elena Abou Mrad

El Ritmo del Westside: Exploring the Musical Landscape of San Antonio’s Historic Westside , Valeria Alderete

Phantom Shootings , Allan Ambris

A Comparison of Machine Learning Techniques for Validating Students’ Proficiency in Mathematics , Alexander Avdeev

North of the Grid: The Black Experience of 17th -19th Century Rural New York City , Stephanie E. Barnes

Naming Venus: An Exploration of Goddesses, Heroines, and Famous Women , Kavya Beheraj

A Machine Learning Approach to Predicting the Onset of Type II Diabetes in a Sample of Pima Indian Women , Meriem Benarbia

Data Analysis and Visualization to Dismantle Gender Discrimination in the Field of Technology , Quinn Bolewicki

Creating Content for a Healthy New Life , Valeria C. Borja Lopez

Digital Occult Library , Alexis Brandkamp

Silences of New York History: Legacies of the New York Slave Revolt of 1712 , Jelissa N. Caldwell

Spatial and Collective Memories of Jewish Heritage Sites: A Comparative Study , Bryanna Caraballo

Sonifying Hamlet , Ashleigh Cassemere-Stanfield

The Ladies' Garment Worker Speaks Volumes for the Woman Worker and Writer , Carolyn J. Cei

Disrepair, Displacement and Distress: Finding Housing Stories Through Data Visualizations , Jennifer Cheng

Blockchain: Key Principles , Nadezda Chikurova

Tracking Keywords in American Studies , Thomas Cleary

Clara Lemlich Shavelson: An Activist Life , Sarah B. Cohn

The Clothing Left Behind: A Collection of Stories , Grace Coleman

Child-ish Books: Presenting Zines and Artist Books for Kids , Hannah Coleman

Data for Power: A Visual Tool for Organizing Unions , Shay Culpepper

Brujas of Yesterday, their Legacy Today , Maggi Delgado

Spirits in the Dark: Black Community Education and the Light it Bears , Sydoni A. Ellwood

A Repository of Books by Women from the Arab World Translated to English , Nadia El Mouldi

Social Impacts of Robotics on the Labor and Employment Market , Kelvin Espinal

Challenges of Repatriation: Asante Artifacts at the American Museum of Natural History , Abdul-Alim Farook

Fighting the Invisibility of Domestic Violence , Yesenny Fernandez

Visualizing the Decline of the Corset Business , Iris Finkel

Fair World 64: A Text-Based Game of the 1964–1965 World's Fair , Christofer R. Gass

Slow Speed Rail: The Social, Psychological and Environmental Benefits of Long-Distance Train Travel , Vincent Gragnani

A Data Exploration of Jeopardy! from 1984 to the Present , Brian S. Hamilton

K-12 Digital Pedagogy: An Open Educational Resource Designed to Build a Community of Practitioners , Kelly Hammond

A Parade of Identities: Negotiation of Ethnic Identities in Three New York City Cultural Parades , Julia M. Herrera-Moreno

Immigration, Small Business and Assimilation: Three Stories of Small-Time Capitalism on the Lower East Side , Marcus Hillman

Media Representation of Asian Americans and Asian Native New Yorkers’ Hybrid Persona , Min Huh

Secret and Divine Signs: A Cinematic Ode to the Art of Cruising , Terrence T. Hunt

Navigating Through World’s Military Spending Data with Scroll-Event Driven Visualization , Hong Beom Hur

Getting Dressed and Being Dressed: A Constructed Autobiography of Identity , Jana Jarosz

K-12 Education, Pedagogy and Student Achievement , Genevieve Johnson

Happiness and Policy Implications: A Sociological View , Sarah M. Kahl

An Analysis of Machine Learning Techniques for Economic Recession Prediction , Sheridan Kamal

Inching Closer: Life on the Sinking Island of Ghoramara , Anjani Kapoor

The Zine Union Catalog , Lauren S. Kehoe and Jenna Freedman

Diversity Still Matters: School-Level Racial Diversity, Poverty and Performance of New York City Public Schools , Byunghwa Kim

Beyond the Vale: Visualizing Slavery in Craven County, North Carolina , Marissa N. Kinsey

Analyzing Relationships with Machine Learning , Oscar Ko

Visualizing TEDx Events: Ten Years of “Ideas Worth Spreading” , Antonios Liamis

Practicing Abolition: A Digital Roundtable on Abolitionist Pedagogy , Samantha Lilienfeld

Heating Fire Incidents in New York City , Merissa K. Lissade

Avocado Mania: The Rise and Costs of Our Obsession with Avocados , Rosa C. Lourentzatos

Black Women in Romance , Vianny C. Lugo Aracena

A Text Analysis of British Welfare Debates , Emily C. Maanum

NYC vs. Covid-19: The Human and Financial Resources Deployed to Fight the Most Expensive Health Emergency in History in NYC during the Year 2020 , Elmer A. Maldonado Ramirez

Points of Reference: Humanities Content for Media Studies , Carolyn A. McDonough

Assembly and Association: Mapping the Development of the Public Sphere in 19th Century Columbia County, NY , Christopher L. Meatto

Go Off: The Geography and Labor of Off- and Off-Off-Broadway , Sean C. Mellott

The Local Accountability Journalism Tracker , Sandy Mui

Brentwood, New York 11717: A Multimedia Ethnographic Study on an Immigrant Town , Ashley Mungo

Dear Black Child: A Discussion on the Formation of Identity for African Diasporic Adolescents in the U.S. , Sokhnagade B. Ndiaye

English Learners In NYC , Raquel Neris

The Threats of Sea Level Rise: An Eco-Geopolitical Visual Analysis , Jorge L. Nowell-Enriquez

Existentialmd.com: Building Towards an Embodied Internet Aesthetic , Natasha Ochshorn

Analysis of Newspaper Coverage of Psilocybin from January 1, 1989 to December 31, 2019 , Dax Oliver

“The Little Seed and the Wind”: Digital Intervention Tool for Geography and Empathy , Maritha Pocorni-Humphries

DH in Prison , Sabina Pringle

Slices of the Big Apple: A Visual Explanation and Analysis of the New York City Budget , Joanne Ramadani

Promoting Play-Based Learning Strategies in the Upper Elementary and Lower Middle School Classroom , Michelle L. Randall

Alternative Futures: The Creative Reconsideration of Fashion Objects , Kathryn Roberts

Mapping Flood Myths , Ashley Marie Rojas

Still Life: Growing Up with Death - A Visual Memoir , Lindsey Roth-Rosen

The College Experience Podcast: Connecting Student Services for College Success , Lucila Sanchez

The Public Innovations Explorer: A Geo-Spatial & Linked-Data Visualization Platform For Publicly Funded Innovation Research In The United States , Seth Schimmel

Making Space for Unquantifiable Data: Hand-drawn Data Visualization , Eva Sibinga

No More False Heavens: In the Wake of Campus Sexual Violence , Destry Sibley

The International Academy of Language and Culture: The Global (pre)K-12 Charter School Network , Dree-el Simmons

Early American Cookbooks: Creating and Analyzing a Digital Collection Using the HathiTrust Research Center Portal , Gioia Stevens

Black Economic Empowerment: Educating in the Hood? , Jeffrey C. Suttles

Bi Erasure and Bi Invisibility in Media and Medicine: Moving Beyond , Lacy M. Telles

The Value of NFTs , Angelina Tham

Air Pollution, Climate Change, and Our Health , Kathia Vargas Feliz

Tandem 2.0: Image and Text Data Generation Application , Christopher J. Vitale

Peru's Fishmeal Industry: Its Societal and Environmental Impact , Angel Vizurraga

Rethinking Gaming & Representation Within Digital Pedagogy: An Instructor’s Guide , Anthony Wheeler

Who Pays? New York State Political Donor Matching with Machine Learning , Annalisa Wilde

Why, New York City? Gauging the Quality of Life Through the Thoughts of Tweeters , Sheryl Williams

Accessibility Across the Curriculum: An OER Website on Accessibility , Amy Wolfe

Stand-up Comedy Visualized , Berna Yenidogan

Spatial Distribution of Chinese Language Education and Historical Development of Chinese Language Pedagogy in Higher Education in the United States , Jing Zhao

Queer and Trans Prison Voices: A Podcast Archive on Prison Abolition , Josefine Ziebell

The Bronx Was Brewing: A Digital Resource of a Lost Industry , Michelle Zimmer

DH Box: A Virtual Computer Lab in the Cloud , Stephen Zweibel

Dissertations Dissertations

Deserving to Belong: Complex Narratives of Working and Learning in Self-Contained Spaces , Emily B. Clark

The Afterlives of Government Documents: Information Labor, Archival Power, and the Visibility of U.S. Human Rights Violations in the “War on Terror” , Rachel Daniell

MyDigitalFootprint.ORG: Young People and the Proprietary Ecology of Everyday Data , Gregory Thomas Donovan

Muscling Through: Athletic Women in Victorian Popular Representation, 1864–1915 , Julia G. Fuller

On The Free and G-Saturated Weight Monoids of Smooth Affine Spherical Varieties For G=SL(n) , Won Geun Kim

A New Approach to the Analysis of Timbre , Megan L. Lavengood

Reading Nation in Translation: The Spectral Transnationality of the Malaysian Racial Imaginary , Fiona Hsiao Yen Lee

The Musicality of Salsa Dancers: An Ethnographic Study , Janice Mahinka

Literacies of Bilingual Youth: A Profile of Bilingual Academic, Social, and TXT Literacies , Michelle A. McSweeney

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Modifications to Submission Process

University theses have formerly required hand-written signatures on the thesis signature page from the thesis committee members.   From Spring 2022 on, thesis committee member signatures will be obtained via AdobeSign instead.  The Office of Graduate Studies will facilitate this process upon submission of the Thesis Submission Information Form by the thesis author.

For Departmental Theses or Capstone Projects, a single email message from your thesis/project advisor with a subject line of "Thesis/Capstone Approval: Student Name" sent to [email protected] is required for publication.  

The remainder of the review and publication process for both types of theses and capstone projects requires no modification.

If you have additional questions, please contact the graduate coordinator of your program or [email protected] .

Dear Master's Candidate

Dear master's candidate:.

You are about to embark on one of the most important aspects of a master’s degree, the preparation of a master’s thesis or capstone project. The thesis or project will provide you with an opportunity to demonstrate the ideas, research skills, and creative abilities you have gained during your graduate work.

As with your previous master’s coursework, the first place to begin this new endeavor is with your department. The most important person in your department at this time will be your thesis or project advisor. You should select an advisor who is a good match with your research interests and with whom you have a good academic and working relationship. The selection and definition of a research topic and methodology is a key element for completing a successful thesis. Your thesis or project advisor is the person who will help you do this and who will guide you through the content and research requirements of the thesis or project.

The university recognizes two types of theses, University Theses, and Departmental Theses, and one type of Capstone Project.   Your program will specify which one you should complete, or perhaps provide an option of any of the three.   University Theses must comply with university guidelines regarding formatting, while your program will define the format required for a Departmental Thesis or Capstone Project.

If you are completing a University Thesis, the Office of Graduate Studies will assist you with the style and format of your thesis. This  University Thesis Writing Guide  and the  Thesis Format One-Pager  present the requirements to follow when you write your thesis. Reading and following these guidelines will help you to prepare a thesis that will be in conformance with university standards and thus acceptable for format and style. If you are completing a Departmental Thesis or Capstone Project, and your department does not provide a specified format for your thesis or project, you may wish to follow the University Thesis format guidelines in order to produce a thesis of professional quality.   Questions of content and academic quality are determined by the thesis or project advisor in your department.

if you are completing a University Thesis, after you have read the Thesis Format One-Pager and the University Thesis Writing Guide, please email  [email protected]  if you have any questions concerning style and format not covered in these pages. If you are completing a Departmental Thesis or Capstone Project, please contact your program coordinator with any questions.   I encourage you to clear up any questions before the preparation of your final draft. 

Congratulations on your graduate work to date and best wishes on your thesis or project.

Kevin Brown, Ph.D. Director of Graduate Studies 

Introduction

A University Thesis   is a formal presentation of an objective, critical investigation. It is to be written in a formal, scholarly manner in standard English. The quality of both the presentation and content of the finished thesis is a major consideration in its acceptance by the University. 

A University Thesis demonstrates originality, clear purpose, appropriate organization, critical analysis, independent thinking, and accurate and complete documentation. Style, language, and punctuation must be consistent. Description, cataloging, compilation, or other simple procedures are not adequate.

The   Office of Graduate Studies will assist students completing University Theses with the required format and style .

Following the guidelines in The   University Thesis Writing Guide   will help you to prepare a thesis that will be in conformance with University standards and thus acceptable for format and style. You also have available to you the   Thesis Format One-Pager   to be used as a quick reference tool. 

For questions, email   [email protected] .

A Departmental Thesis is very similar to a University Thesis in terms of objective and content.  The main distinction is that the format of a departmental thesis is specified by your department rather than the university.  As a result, Departmental Theses do not undergo format review by the Office of Graduate Studies.

A Capstone Project is a significant undertaking in either a fine or applied art or a professional field. Projects should provide evidence of originality, independent thinking, and appropriate form and organization. Students are required to describe their project in a written abstract that addresses the project’s significance, objectives, methodology, and conclusions. In some cases, the student may be required to present an oral defense.

For questions, please contact your program coordinator or thesis or project advisor.

For both types of theses, the   Thesis Advisor   in your department can answer questions regarding content or academic quality .  The Project Advisor or Instructor of your project class can answer similar questions regarding Capstone Projects.

How to begin

• Consult with a graduate advisor . Learn about your graduate program and the requirements for preparing a thesis or project.
• For University and Departmental Theses, form a thesis committee . It is important to contact your department for guidelines on forming a thesis committee to supervise your writing.  Guidelines vary department-by-department.   The Chair of your committee must be a California State University, East Bay faculty member.
• Capstone Projects may or may not require a committee.  Contact your department for more information.
• Previously published papers can be used for a thesis if : the student is first (senior) author on the published papers; there is written permission from the publishers to use the papers for the thesis; and there is both an introductory chapter as well as a concluding chapter that connect the papers together.
• Enroll in your department’s thesis or project course .   University Thesis courses are numbered 691, while Departmental Thesis courses are numbered 699.  Capstone Project courses are numbered 693.
• University Thesis Writing Guide
• Thesis Format One-Pager
• For other materials, scroll to "Thesis Resources".

Obtain thesis or project topic approval

• Settle on a thesis or project topic with the guidance of your department, and obtain Thesis Committee approval (if necessary).
• If required, get Institutional Review Board (IRB) approval . Approval of research protocol by the IRB is mandatory if research with human subjects is involved. This review is necessary to determine whether human subjects will be at risk and to protect their rights and welfare.   IRB approval must be obtained before research commences . 

Students should contact the   IRB Coordinator   early in their thesis or project planning process and should submit their completed application (protocol) to the IRB   at least two months before they plan to begin their research .

Any research involving surveys, experiments, questionnaires, interviews, and similar methodology involves research with human subjects. Theses or projects in the social and behavioral sciences, education, health fields and management/ administration will probably require this review.

For further questions, contact the   Office of Research & Sponsored Programs   . 

After your draft is finished

Work closely with your thesis   committee chair or project advisor/instructor to review your progress, and revise as directed until your committee judges your thesis or project to be   acceptable and complete .

For students completing a University Thesis, follow all formatting requirements as outlined in the  University Thesis Writing Guide  and  Thesis Format One-Pager .

Be sure to include all mandatory elements. Theses must contain the four sections that are listed below in bold-faced type.   Additional sections, as listed below and marked by asterisks (*), are optional. Sections must be assembled in the following order: 

• Copyright Page*
• Signature Page (will be completed through AdobeSign)
• Acknowledgments*
• Table of Contents
• Lists of figures, graphs, photos, plates, maps and tables; if used*
• Page 1. First page of thesis text
• Endnotes, if not in text or at end of chapters*
• Bibliography*

Title Page . Use the   template in the   University Thesis Writing  Guide   as tools to help you determine whether your Title Page has been formatted correctly.

Create a typed version following the instructions on the template. Insert the same number of blank lines as indicated on the templates.

Hold your typed Title Page up to the light along with a copy of the appropriate template to check alignment of all elements.  Note : Alignment of the elements on your typed pages will vary slightly depending upon the font, etc.

For students completing a Departmental Thesis or Capstone Project, please contact your program coordinator for details regarding required formatting.

Note : Faculty members are not expected to take time to make extensive corrections or revisions. They are encouraged, instead, to return draft materials to the student with general instructions and suggestions for bringing the thesis or project up to required departmental and University standards.

University Thesis Defense

If your department or committee requires an oral thesis defense, you must have successfully defended your thesis prior to submitting it for format review. 

Your thesis should be defended and all committee-requested changes should be made prior to submitting your thesis for format review. All that should change between the first and second format review deadlines should be the formatting changes required by the Thesis Editor.

There can be no changes in content once the thesis has been submitted for format review – only minor formatting changes requested by the Thesis Editor can be made in that time period. So we ask that the thesis be defended prior to submission for format changes. 

Departmental Theses or Capstone Project Defense

Your department may require an oral defense of your Departmental Thesis or Capstone Project.   Please contact your department for details.

Format review

• Be sure your committee members have approved the text of your thesis and require no further changes.
• Email the Thesis/Capstone Information Submission Form to [email protected] and [email protected] . Put "University Thesis Submission Info Form" in the Subject line.
• Submit your final and committee approved thesis to [email protected] .
• The thesis can be submitted as a single PDF, or as two separate PDFs : The Preliminary and Content Pages can be separate. Please put Thesis for Format Review in the Subject line of your email. Note : Early submissions are appreciated.
• Complete the AdobeSign Signature page form that will be mailed to your Horizon email account by the Office of Graduate Studies.  Please remind your University Thesis committee members to digitally sign the Signature page as well.   They will be emailed a request.  If the chair of your University Thesis committee will be away from campus during the final semester, you are responsible for making alternative arrangements for final approval.
• During the review, the Thesis Editor will return the Thesis Checklist and a copy of your thesis with recommended edits. Work with the Thesis Editor to make the final changes.
• After revising the thesis , return it to [email protected] with the title “Revised Thesis” in the subject line for a final check.
• When the review is complete , the Thesis Editor will send an approval email stating that your thesis is ready to submit for archiving.

Students completing a Departmental Thesis or Capstone Project should contact their program coordinator or thesis or project advisor for questions regarding formatting of their thesis. 

AdobeSign Signature Page Process

For University Theses only, your thesis Signature page will be completed through the AdobeSign process.   The committee member approval signatures will also be collected through the same process.

After you have submitted the Thesis Information Submission Form to the Office of Graduate Studies, you will be emailed a request to complete the Signature page via an AdobeSign form.   You will be asked to enter the title of your thesis and your name.   Please ensure that you use all capitals in the title and that you delete any lines which are not used.  If you need to include special characters including characters with accent marks, Greek symbols, or mathematical equations in your title, please see the instructions below.

After you complete the Signature page form, select "Submit".   The Office of Graduate Studies will route the page to your committee members.  You will receive a copy of the completed Signature page when your thesis committee members have approved your thesis.

Windows OS:

1. Special Characters, Symbols, and Accent Marks

Search for "Character Map" in the search bar embedded in the Windows toolbar Open the Character Map application Find the symbol or letter you'd like to use and double click it to place it in the "Characters to copy" bar Select "Copy".  Navigate to the Adobe Sign document and use the paste function to place the symbol or letter in the desired field.

2. Mathematical Equations It is necessary to type the equations in the MS Word application and then copy and paste it to the AdobeSign document. Full instructions here: https://support.microsoft.com/en-us/office/insert-mathematical-symbols-91a4b04c-84a8-4de9-bd13-8609e14bed58

1. Accent marks: When you type a letter that needs an accent or other diacritical mark, hold down that key on the keyboard to display an accent menu. Copy and paste it in the desired field within the Adobe Sign document.

2. Special Characters and Symbols: Press Control-Command-Space bar to open the Character Viewer. Find the desired symbol or character and copy and paste it in the desired field within the Adobe Sign document.

3. Mathematical equations: It is necessary to type the equations in the Pages app and then copy and paste it to the AdobeSign document.  Full instructions here:  https://support.apple.com/guide/pages/add-mathematical-equations-tanca5a4fbd9/11.2/mac/1.0

Archiving your thesis or project

At CSUEB, your thesis or project will be archived electronically.   To archive the thesis or project, submit the final electronic version (PDF) of the thesis or project to the  Library  for inclusion in  ScholarWorks,  the CSUEB   Institutional Repository.

• Complete and sign the  Non-Exclusive Distribution  License and Availability Agreement .  The Department Chair signature is only required for Embargo .
• Email the  License Agreement and a PDF version of the complete thesis , including a copy of the  signed Signature Page  to [email protected] .
• For University Theses , ensure that all committee member signatures have been obtained via AdobeSign by the deadline.  After the Library receives the thesis, the Office of Graduate Studies will notify the graduation evaluators in the Records Office that your thesis has been accepted.
• Email the Thesis/Capstone Information Submission Form to [email protected].   Please use a subject line of "Departmental Thesis Submission Info Form" or "Capstone Project Submission Form" respectively.
• Ask your thesis or project advisor/instructor to send an email message to [email protected] using a subject line of "Thesis Approval: Student Name" or "Project Approval: Student Name" to verify that your thesis or project is complete and ready to be archived.   Please ask your advisor to include your name, department, and thesis title in the email message.   For capstone courses, your instructor may send one message listing all students who have completed their projects in the course.

Open, Public Access to ScholarWorks. 

By default, items in   CSUEB’s Institutional Repository   are open access, meaning that anyone can access your work through   ScholarWorks , the library catalog, or searching online via a search engine like Google or Bing. This brings greater visibility to your work and makes it more likely to be seen and used by other scholars. 

We strongly encourage you to   not   place access restrictions on deposited items. However, we understand that there may be times when restricted access is necessary. Please check with your thesis or project advisor and/or any journals to which you are planning to submit your thesis or project for publication if you have any concerns. 

Embargo (aka restricted access)  The act of restricting access to a deposited item is an embargo. Items deposited in CSUEB’s   ScholarWorks   may be embargoed for six months, one year, or two years, if necessary, as is standard practice by many institutional repositories (for example, Duke University, University of Washington, and ProQuest). However, once again, we strongly encourage you to   not   place an embargo on your work. 

While the full-text PDF of your thesis will not be available online during the embargo period, we will place a record for your embargoed work in   ScholarWorks , making note of the date when the full text will become available after the expiration of the embargo. 

Embargoes upon items deposited in CSUEB’s   ScholarWorks   are rarely necessary, as many publishers, including   Nature Publishing Group   allow for the deposit of pre-submission versions of work in Institutional Repositories prior to publication. 

You can find out the pre-print, post-print, and embargo policies of many journals by searching the   Sherpa/RoMEO database , a service provided by   University of Nottingham. 

You and your thesis or project advisor may discuss what need, if any, there is for an embargo before submitting your thesis or project and you will need to note your decision on the   Non- Exclusive Distribution and  Availability Agreement . If you choose not to restrict access to your thesis or project by placing it under embargo, you do not need your advisor to sign the form.

If you have any questions, email [email protected] or call the   University Archives   at 510-885-3892.

Some departments also require 1 or 2  printed and bound copies. Please verify this requirement with your Thesis Chair or Project Advisor/Instructor.

If a bound copy is required, or you desire a bound copy for your own records, you may contact a thesis binding service and contract with them individually.   The following two thesis binding services are recommended:

PhD Book Binding at: https://phdbookbinding.com/

Kater Crafts at: http://www.katercrafts.com/

Deadlines

Students completing a University Thesis are responsible for submitting their thesis for Format Review by the Format Review deadline for the semester in which they intend to graduate.   Students completing a Departmental Thesis or Capstone Project should not submit their thesis or project for review by the Office of Graduate Studies.   Their department will determine the appropriate format.  They should however submit an electronic copy of their thesis to the University Library for inclusion in ScholarWorks, the CSUEB institutional repository.

By the Format Review deadline , students completing a University Thesis must submit:

• The final committee approved copy of their University Thesis in PDF format for Format Review.
• The Thesis Submission Information Form .

The Signature Page should not be signed . The page must be approved for format and signatures will be obtained via AdobeSIgn.

By the Electronic Library Submissions deadline , students completing a University Thesis must:

• Submit their thesis in PDF format including committee signatures to [email protected] .
• Sign and submit the Non-Exclusive Distribution License and Availability Agreement to [email protected] .
• For University theses only, the student and all committee members must complete the AdobeSign signature process.  

These are firm deadlines and you must meet both. Otherwise, your graduation will be delayed.

Deadlines to submit your University thesis for format review and submit copies:

Students completing a Departmental Thesis or Capstone Project should also follow the above instructions to submit their work for inclusion in ScholarWorks, the CSUEB institutional repository.   In addition, they should ask their thesis committee chair or project advisor/instructor to send an email message to [email protected] using a subject line of "Thesis/Project Approval: Student Name" after they have approved the thesis or project.

Deadlines for submission of Departmental Theses and Capstone Projects for inclusion in ScholarWorks are 2 weeks after the Library submission deadline above for University Theses. 

Thesis Resources

• Thesis format one-pager
• University thesis writing guide
• Thesis/Capstone submission information form
• Non-exclusive distribution license and availability agreement
• Thesis templates
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Home > Departments > EDUCATION > EDUCATION_MASTERS

Master's Theses & Capstone Projects

Submissions from 2023 2023.

Effects of Parental Involvement on Academics , Jessica Stamer

Severe Special need Student Inclusion in the Classroom , Samantha Thompson

Improving Reading Comprehension and Vocabulary for English Language Learners , Rachael Vande Hoef

Using Restorative Practice to Decrease Behavior and Increase School Community , Kaylee West

Implemeng TIA in Classrooms to Reduce Behavior and Strengthen Relationships , Emily Wilkerson

Incorporating Social-Emotional Learning into Middle School Classrooms , Jessica Wolles

The Effects of Social-Emotional Learning Strategies on Promoting Positive Behavior in Elementary School Students , Lea Adams

Efficacy of Discrete Trial Training , Paula Ahlrich

Conscious Discipline for Parent , Amber Brown

Social Emotional Learning in Early Childhood: A School Improvement Project , Madi Callan

Play Based Learning A School Improvement Plan , Kalee Chamberlin

What effect does intervention (RTI) have on student failure rates in Math? , Daniel Coovert

The Impact of Notetaking in a Middle School History Class , Marybeth Flietstra

Improving the Quality of Field Experiences: A Program Improvement Plan , Cody Geisler

Implementing Changes in Family Childcare Programs to Increase Social-Emotional Development and Decrease Negative Behavior , Julia Green

The Impact of Pear Deck on Student Achievement and Perceptions , Eric Gross

Student Inclusion in the Least Restrictive Environment , Jennifer Grossman

Strengthening Paraprofessional Effectiveness Through Mentoring , Brooke Hansen

Implementing Social-Emotional Supports with Coaching in a Preschool Program , Ashley Harvey

Music and Mindfulness and Its Effect on Classroom Community , Jerry Holbrook

Autism Spectrum: The Impact of Colors and Symbols Have on Students Outcome , So Young Jun

Supporting Play in the Preschool Classroom with Visuals , Jessica Luetkemeier

Enhancing Formative Assessment Through the use of an Embeded Framework , Kyle Ormsbee

Implementing a Multi-Tiered System of Support for Mathematics Instruction in Preschool Classrooms , Jennifer Petty

SCCS Tinley Cultural Relationships School Improvement Plan , Rebecca D. Rael

Impact Comparison of Face-to-Face and Asynchronous Learning Environments on Student Performance , Rebecca Reyes

Improving the School's MTSS Reading Intervention Framework , Mariah Snyder

Foundational Literacy Programs Affect FAST Scores , Courtney Stekl

The Impact of Motivational Elements on Reading Achievement and Reading Motivation in Young Learners , Meredith Stroot

Standards-Referenced Grading Assessments: Frequency and Student Preferance , Courtney Waterbury

The Modern High School Learning Environment: A Study of Differentiated Learning and Flexible Grouping Strategies , Aaron Wilken

What impacts does a teacher implemented feedback system have on behavioral incidents in preschool? , Rebecca Zillig

Submissions from 2022 2022

The Positive Impact of Social and Emotional Learning , Alexi Allen

The Grapho-Phonemic Approach to Teaching Sight Words and Its Impact on First Grade Reading Fluency , Taryn Ernst

The Impact of Social-Emotional Learning in the Elementary Classroom , Rachel Freland

The Benefits of Parent-Teacher Collaboration on Achievement in the Preschool Classroom , Samantha Frye

Behavior Strategies and Progress Monitoring , Kristan Geary

Impacts of the General Music Classroom on Social-Emotional Learning , Nicole Geerdes

Effect of Professional Learning Communities about Vocabulary Instruction on Student Achievement in Reading Comprehension in Rural Iowa , Danielle Hart

Improving Leader in Me Implementation: A School Improvement Project , Joseph Hendershott

A Comparison of the Effectiveness of a Spreadsheet Matrix vs. a Digital Concept Map in Improving Student Annotated Bibliography Entries and Literature Reviews in AP Research , Alex Kinder

Self-Selected Reading: A School Improvement Plan , Elizabeth Langton

Implementation of a Social-Emotional Curriculum in the Middle School , Molly Ramirez

Unplugged Learning in the Kindergarten Computer Science Classroom , Ashley Robinson

Phonics Instruction to Close the Gap between Students in 4th and 5th Grade Special Education , Heidi Stevenson

Supporting Special Education Online Learners’ Social and Emotional Wellbeing , Nadia Strong

Social and Emotional Skills Develop Through Play-Based Learning , April Welding

Promoting Computational Thinking to Impact the Implementation of Computer Science , Mikayla Westhoff

Family Centered Practices for Children Receiving Home Intervention Services , Jessica Winter

Inclusion Strategies to Assist Emotional and Behavior Disorder Students in the Classroom , Karley Bales

Page 2 of 11

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Master's Capstone Theses

Browse master's capstone theses by program in the menu at left side on the page below., capstone theses by program, apus master's capstone thesis site, since 1995 and the very first graduates from american military university, students at apus have been producing excellent research and work through capstone projects at the end of their graduate studies. covering a wide range of subjects from criminal justice to emergency and disaster management to space studies and all points in between, these exceptional theses showcase the breadth of studies taking place at apus. , exceptional capstone projects—those designated as having been marked  passed with distinction , recommended for posting by the instructor, program director, school dean, and approved by the dean of graduate studies, are eligible for posting in the apus university archives website., select a link at left to view those theses published within that specific program. if you are looking for a program that does not appear, there are currently no theses available., for more information on master's capstone theses, consult the apus end of program assessment manuals for graduate studies, below..

• End of Program Assessment Manual for Master's Programs This manual establishes the guidelines for completion of all Master's level end of program (EOP) graduation requirements.

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Prize-Winning Thesis and Dissertation Examples

Published on September 9, 2022 by Tegan George . Revised on July 18, 2023.

It can be difficult to know where to start when writing your thesis or dissertation . One way to come up with some ideas or maybe even combat writer’s block is to check out previous work done by other students on a similar thesis or dissertation topic to yours.

This article collects a list of undergraduate, master’s, and PhD theses and dissertations that have won prizes for their high-quality research.

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Award-winning undergraduate theses, award-winning master’s theses, award-winning ph.d. dissertations, other interesting articles.

University : University of Pennsylvania Faculty : History Author : Suchait Kahlon Award : 2021 Hilary Conroy Prize for Best Honors Thesis in World History Title : “Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807”

University : Columbia University Faculty : History Author : Julien Saint Reiman Award : 2018 Charles A. Beard Senior Thesis Prize Title : “A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947

University: University College London Faculty: Geography Author: Anna Knowles-Smith Award:  2017 Royal Geographical Society Undergraduate Dissertation Prize Title:  Refugees and theatre: an exploration of the basis of self-representation

University: University of Washington Faculty:  Computer Science & Engineering Author: Nick J. Martindell Award: 2014 Best Senior Thesis Award Title:  DCDN: Distributed content delivery for the modern web

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University:  University of Edinburgh Faculty:  Informatics Author:  Christopher Sipola Award:  2018 Social Responsibility & Sustainability Dissertation Prize Title:  Summarizing electricity usage with a neural network

University:  University of Ottawa Faculty:  Education Author:  Matthew Brillinger Award:  2017 Commission on Graduate Studies in the Humanities Prize Title:  Educational Park Planning in Berkeley, California, 1965-1968

University:  University of Ottawa Faculty: Social Sciences Author:  Heather Martin Award:  2015 Joseph De Koninck Prize Title:  An Analysis of Sexual Assault Support Services for Women who have a Developmental Disability

University : University of Ottawa Faculty : Physics Author : Guillaume Thekkadath Award : 2017 Commission on Graduate Studies in the Sciences Prize Title : Joint measurements of complementary properties of quantum systems

University:  London School of Economics Faculty: International Development Author: Lajos Kossuth Award:  2016 Winner of the Prize for Best Overall Performance Title:  Shiny Happy People: A study of the effects income relative to a reference group exerts on life satisfaction

University : Stanford University Faculty : English Author : Nathan Wainstein Award : 2021 Alden Prize Title : “Unformed Art: Bad Writing in the Modernist Novel”

University : University of Massachusetts at Amherst Faculty : Molecular and Cellular Biology Author : Nils Pilotte Award : 2021 Byron Prize for Best Ph.D. Dissertation Title : “Improved Molecular Diagnostics for Soil-Transmitted Molecular Diagnostics for Soil-Transmitted Helminths”

University:  Utrecht University Faculty:  Linguistics Author:  Hans Rutger Bosker Award: 2014 AVT/Anéla Dissertation Prize Title:  The processing and evaluation of fluency in native and non-native speech

University: California Institute of Technology Faculty: Physics Author: Michael P. Mendenhall Award: 2015 Dissertation Award in Nuclear Physics Title: Measurement of the neutron beta decay asymmetry using ultracold neutrons

University:  Stanford University Faculty: Management Science and Engineering Author:  Shayan O. Gharan Award:  Doctoral Dissertation Award 2013 Title:   New Rounding Techniques for the Design and Analysis of Approximation Algorithms

University: University of Minnesota Faculty: Chemical Engineering Author: Eric A. Vandre Award:  2014 Andreas Acrivos Dissertation Award in Fluid Dynamics Title: Onset of Dynamics Wetting Failure: The Mechanics of High-speed Fluid Displacement

University: Erasmus University Rotterdam Faculty: Marketing Author: Ezgi Akpinar Award: McKinsey Marketing Dissertation Award 2014 Title: Consumer Information Sharing: Understanding Psychological Drivers of Social Transmission

University: University of Washington Faculty: Computer Science & Engineering Author: Keith N. Snavely Award:  2009 Doctoral Dissertation Award Title: Scene Reconstruction and Visualization from Internet Photo Collections

University:  University of Ottawa Faculty:  Social Work Author:  Susannah Taylor Award: 2018 Joseph De Koninck Prize Title:  Effacing and Obscuring Autonomy: the Effects of Structural Violence on the Transition to Adulthood of Street Involved Youth

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Master of History

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Master of History Online and In-Person

About our program   .

Students applying for admission to the Master of Arts in History should have some background in history, though not necessarily a BA in the subject. 

Our program prepares students for a wide variety of professions, including teaching, government service, museum management, and historic preservation, as well as further degree work in history, law, librarianship and business. The department encourages applications from individuals of any age interested in resuming their education.

Interested in our program? Contact graduate advisor Peter Kopp for more information.  Contact the Graduate Student Advisor

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Plans of Study

The Master of Arts in History requires  36 credits of coursework.

Masters Plan of Study

The Masters of Arts in History offers three capstone options: Thesis, Curriculum, and Project + Elective. 

What is the Master’s thesis? Bigger than a term paper, smaller than a book. Students pursuing the thesis plan must submit a Master’s thesis for six 6000 level credit hours. The Master’s thesis is a major, original scholarly project, based largely on primary source research. Students develop the thesis topic, design and carry out research, and write the Master’s thesis with the guidance of the major thesis advisor and two other thesis committee members. Students are responsible for putting their thesis committee together with the help of their major advisor. The form of a thesis manuscript must meet Graduate School requirements .

How do I choose a thesis advisor and committee? The thesis advisor often, but not always, is your major field advisor. In any case, the thesis advisor should be a faculty member whose teaching and research specialties are related to the proposed thesis topic. It is helpful, but not as important, for the other thesis committee members to have some scholarly interest in the thesis topic.

What is the thesis defense? The thesis defense is similar to the oral part of a comprehensive examination, but it focuses on the thesis itself. Usually lasting an hour or more, the defense is the student’s opportunity to present the thesis and engage in a scholarly discussion of its quality and merit.

What is the Advanced History Curriculum Development? Teachers or students intending to become teachers who are enrolled in the History graduate program may choose to complete a curriculum development capstone project of three credits. Students arrange curriculum development projects with a sponsoring faculty member. Generally, students are expected to develop and submit a complete course curriculum plan for the three-credit project. Projects need to show evidence of familiarity with the relevant historiographies and primary sources.

Students wishing to complete a one-semester project may sign up for 3 project credits under the supervision of a faculty member and take one extra elective. “Projects” include experiential learning (i.e. internships), digital dissemination projects that do not require extensive primary source or historiographical research, or other project ideas as agreed to after consultation with a faculty member and the Graduate Advisor. 

Concentrations and Research Focuses

Select your major and minor fields from two of the following three groups. You may choose a major field in any of the following three groups.  Then, your minor field must concentrate on one of the other two groups.   Example: Major in Latin American History, with a minor in Cultural History.

• Latin America
• South America
• Middle East
• The Mediterranean
• United States
• Early Republic
• Nineteenth Century U.S.
• Twentieth Century US Foreign Policy
• Global (See also thematic fields)
• Atlantic World
• Pacific World
• ​Colonialism and Imperialism 
• Cultural History
• Social History
• Foreign Policy
• Economic and Business History
• Environmental History
• Gender and Sexuality
• Citizenship and National Identity
• War, Revolution, and Genocide
• Globalization
• Urban History
• Frontiers and Borderlands
• Race and Ethnicity
• Science, Medicine, and Society
• Intellectual History
• Material Culture
• Migration and Immigration
• Policing and Legal History
• Indigenous Histories
• Public History 
• Memory and Community
• Museum Studies
• Historic Preservation

Fellowships, Internships & Publishing Opportunities 

• Fellowships and Scholarships  
• Historical Studies Journal

Learning Outcomes

History students will

• Identify people, events, and processes significant to their courses of study
• examine similarities and differences across chronologies, geographies, and themes
•  explain how past peoples understood their worlds and how those understandings shaped the ways they acted
•  analyze the range of social, cultural, political, and economic possibilities available to people in particular contexts
•  analyze why change occurs

2.1 Inquiry and Analysis – History students will

• develop a creative, focused, and manageable question for historical research
• synthesize evidence representing a variety of perspectives
• explain the challenges of constructing historical narratives using incomplete and contradictory evidence  
• formulate a thesis and conclusion substantiated by primary and secondary source analysis
• critique alternative conclusions

2.2 Critical Thinking – History students will

• identify and analyze the central issues, arguments, and points of view in primary and secondary sources
• evaluate authors’ arguments and assess their evidence and conclusions
• critique their own and others’ assumptions and the contexts in which they develop those assumptions
• use the concept of historiography, in order to compare and contrast a variety of scholarly texts
• analyze the ways the histories historians write are products of particular historical contexts

2.3 Written Communication – History students will  

• establish the context, audience, and purpose of their written assignments
• master the conventions of historical writing, including: clear paper organization (thesis, evidence, conclusion); logical paragraph organization; clear, direct, and engaging language; proper citation methods, using Chicago style
• compose papers employing narrative, descriptive, and analytical writing to convey their historical knowledge and analytical skills  

2.4 Information literacy – History students will

• determine the types of sources that are relevant to a research question
• locate and evaluate appropriate materials for historical research, using book catalogs (Skyline, Prospector, WorldCat), article databases (particularly America: History and Life, Historical Abstracts, and JSTOR), and interlibrary loan
• demonstrate understanding of the ethical and legal issues surrounding the use of published and unpublished materials, including what constitutes plagiarism and how to cite sources

3.1 Intercultural knowledge and competence – History students will  

• evaluate how their cultural biases inform their understandings of history  
• evaluate the ways that historians of different cultural perspectives produce different histories
• interpret historical evidence with consideration to historical actors’ various cultural perspectives

3.2 Ethical reasoning and action – History students will  

• analyze the ethical issues embedded in historical events and processes
• evaluate different ethical choices present in historical decision-making
• evaluate the ethical assumptions of the texts they read
• demonstrate connections between different courses and readings
• synthesize academic experiences with their experiences outside the classroom
• seek out applications of their historical knowledge and skills beyond the classroom

Quick Links for MA Students

• Thesis Formatting Guidelines
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• Thesis and Graduation Deadlines 2023-2024
• Graduate Student Basic Timeline

Masters of Public History

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Peter Kopp Contact: Please email [email protected] Office: Student Commons Building, Room AB1 - 3124

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Student News Brief

Senior project spotlight: steven cho, using wifi to improve avalanche rescues.

For a senior capstone project, Steven Cho designed an aluminum detection system for use in avalanche rescues

Engineering Design Projects (ES 100), the capstone course at the Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS), challenges seniors to engineer a creative solution to a real-world problem.

Wifi-Based Beaconless Human Rescue in Avalanche Disasters

Steven Cho , S.B. ‘24, Electrical Engineering

Advisor: Ninad Jadhav and Tianhong Li

Please give a brief summary of your project.

My thesis project gives users the ability to detect avalanche victims buried under the snow even if they do not have avalanche transceivers on them. It does this by detecting aluminum, a commonly found metal in winter equipment.

How did you come up with this idea for your final project?

After seeing MIT's Katabi Lab and Harvard's REACT Lab do abundant Wifi localization/detection research, I was inspired to identify and address my own WiFi detection problem in the real world.

Is there a real-world challenge that this project addresses?

This project looks to address the demographic of avalanche victims who do not possess avalanche transceivers. There are currently no industry-grade products specialized for transceiver-less avalanche victim rescue.

What was the timeline of your project?

There was the hardware component and software phase for my project. The hardware took about two months to finalize, and the software took about two additional months to finalize.

What part of the project proved the most challenging?

The most difficult component of my thesis project was creating a robust aluminum detection algorithm. The challenge specifically was finding the optimal input-data augmentation and classification machine learning pairing. When designing and building a machine classification algorithm, the most common cause of failure is overfitting too closely to training data. Therefore, for the machine learning algorithm to effectively classify on unseen test data, I had to explore and test countless combinations of data preprocessing and classification algorithms. This took consecutive weeks of testing and reiterating to converge on the final design solution.

What part of the project did you enjoy the most?

I actually enjoyed the struggle to generalize my ML algorithm. I applied a lot of the technical concepts taught in courses, and it is now forever ingrained into my head.

What did you learn, or skills did you gain, through this project?

Overall, I'd say I learned a lot about long-term time management. Knowing how to allocate how many weeks to each stage in the product design process would have streamlined my process much more efficiently, and I learned this the hard way in the last few weeks. In terms of skills I've gained, I now have an intuitive sense of the whole machine learning development pipeline, signal processing, and avalanche safety!

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Master of Public Administration capstone showcase April 24

Ben Larsen, a research scholar in the School of Public Service, involved his Master of Public Administration capstone students in hands-on experiential learning with significant community contributions. This semester, Larsen partnered with seven community organizations. With the help of the Service-Learning Program, Larsen scoped service-learning projects to fit the specific learning goals and skills of the capstone students. These partnerships provide the students with valuable career-building and community-oriented experiences, and the organizations benefit from the students’ expertise.

Students will highlight their projects at a capstone showcase from 6:30-8:30 p.m. on Wednesday, April 24 in the Micron Center for Materials Research Building, Room 205. RSVP in advance by April 19.

Contact Ben Larsen at [email protected] with questions about the event.

The Projects

City of victor – historical site strategic planning.

The City of Victor is reconsidering the use of the historic train depot that is a landmark of the community. Students provided technical assistance to help Victor create a strategic plan for the site including goals, measurable objectives and strategies for community feedback.

Living Independence Network Corporation – Models of Independent Living

The Living Independence Network Corporation is trying to differentiate themselves and other independent living centers that serve people with disabilities from institutionalized care facilities. Students conducted a nationwide survey of centers for independent living to learn how folks across the U.S. are addressing this issue.

Our Path Home – Impacts From Loss of Public Spaces

Our Path Home needs to understand the potential socio-economic impacts of the loss of public spaces on those experiencing homelessness. Students conducted a case study of the Cooper Court neighborhood in Boise to get a sense of how services will be impacted by the privatization of the area.

City of Boise – Goathead Mitigation Strategic Planning

The City of Boise Parks and Recreation needed assistance with the long-term planning of goathead puncturevine mitigation. Students provided technical assistance to help Boise create a strategic plan that brings together stakeholders and established measurable goals for ongoing success.

Boise State Transportation and Parking/Office of Sustainability – Transportation Mode Shift

Boise State is hoping to better understand why campus community members choose their mode of transportation and what incentives shift users to options that lower carbon emissions. Students conducted a focus group of faculty, staff and students to learn why people choose their mode of transportation and stories about using alternate modes of transportation to campus.

City of Boise – Zoning Code Qualitative Research Pilot

The City of Boise is evaluating the new zoning ordinance adopted in 2023. Students conducted pilot interviews with recent applicants to better understand the strengths and barriers of the new application process.

Idaho Hunger Relief Task Force – Food Security Policy Best Practices

The Idaho Hunger Relief Task Force has established a statewide research agenda for 2024-25 that will better understand gaps in food assistance programming and foster greater collaboration between stakeholders. Students conducted case studies of Idaho and several surrounding states to learn about best practices in food security policy across the western U.S.

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The New School News

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MA Arts Management and Entrepreneurship Capstone Projects Highlight Interdisciplinary, Innovative, and Creative Productions

To be an artist in the 21st century means you have to be, on some level, an entrepreneur. Working actors, writers, directors, and other creatives are responsible for ever evolving careers that have become increasingly interdisciplinary over the years, while adapting to new mediums and adjusting to constantly changing audience tastes.

The MA in Arts Management and Entrepreneurship at the College of Performing Arts is training artists precisely for a career path that requires flexibility, adaptability, and creativity. These characteristics and more are on full display thanks to the capstone projects created each year by the graduating cohort of students, which demonstrate their skills as socially engaged, independent creative producers.

For their capstone project, Leo Layla Díaz was inspired to develop something that could be performed in their home state of New Jersey, as they often see their local scene sapped due to the proximity to New York City. They brought The 24 Hour Plays to Hoboken in order to engage New Jersey artists in an accessible framework.

“We’re a working class and family-oriented community, so a lot of people can’t take off work for an eight-week rehearsal process, don’t have reliable transportation to the city constantly, or just don’t want to have to cross state lines to engage in art,” they explain. “I was very afraid that no one else would care about this project as much as I did and that my lack of professional producing experience meant I wouldn’t be taken seriously, but I found myself working with an incredibly kind, professional, and engaged team. It was really rewarding doing work outside of the school bubble and with people who view me as a colleague rather than a student.”

Projects ranged from an interdisciplinary performance that integrated live flower arrangement, musical instrument performances, and contemporary dance to a movement wellness project that made Indian martial arts wisdom accessible to all, as well as a dance workshop, concert, and more.

Antonio De La Vega produced a series of yoga classes for artists and taught by artists that were discipline specific to vocalists, actors, and dancers. Inspired by the ways in which mindfulness, breath work, and his work as a director are intertwined, the yoga classes were an opportunity for artists to be reminded of their bodies’ strength and delicacy.

“I wanted to create a space where the well-being of artists is put before the projects/products we create,” he says. “This project is a reclamation of our minds and our bodies both as individual artists and as a creative community.”

Both Díaz and De La Vega are leaving the program with a new community of artists, and a skillset they believe will help them flourish in the unique theater and entertainment landscape of New York City and beyond.

“Producing has always been an interest in my own artistic practice, and this program has provided me with the toolbox to develop further sustainable wellness offerings for artists,” shares De La Vega. “Through the program, and my directing practice, I have developed a modality of leadership that hones my passion for mindfulness and creativity. Because of MA AME, I’ve been able to hone my leadership skills, procure on-the-ground experience in producing, and centralize my creative focus on wellness for artists. Essentially, this program helped me become the artist I always wanted to be.”

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The School of Information is UC Berkeley’s newest professional school. Located in the center of campus, the I School is a graduate research and education community committed to expanding access to information and to improving its usability, reliability, and credibility while preserving security and privacy.

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The School of Information offers four degrees:

The Master of Information Management and Systems (MIMS) program educates information professionals to provide leadership for an information-driven world.

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The Master of Information and Cybersecurity (MICS) is an online degree preparing cybersecurity leaders for complex cybersecurity challenges.

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Problem & Motivation

People seeking information on their mild to serious health issues are often caught between two extremes. They are either overloaded with information from scouring various medical websites or journals with mixed/ambiguous answers, or they are under-observed or treated by busy hospitals and urgent cares. Built as a conversational AI chatbot, CareFirst provides a singular, medically-sourced solution that can guide users on what the medical issue may be, how it may be treated, and where they should go for medical attention. 

Our goal is always the same: help you find the best possible solution to your first-aid needs. That's why we don't just rely on AI conversation. We encourage feedback from our users and our very own verified medical professionals. See transparent feedback on CareFirst AI on our website Model page.

Data Science Approach and Impact

CareFirst is a Retrieval Augmented Generation app with health information backed by Red Cross Guidelines: a trusted medical source that we parse through so you don't have to!

Our impact as an AI application is guided by three key principles:

• Trust - Opposed to asking ChatGPT, an AI solution with trusted and transparent sources that provide the verified medical advice to use when generating a response.
• Communication - The AI proactively asks the user customized follow-up questions. Built with a knowledge graph of medical scenarios that we know need to be mapped to the user’s question before we can respond.
• Safety - Guardrails powered by NeMo Guardrails and GPT3.5 to detect potential emergency situations.

This capability is then extensible to include audio integration! With open source automatic speech recognition and text-to-speech models we demonstrated how our AI application could allow for differentiated user experiences. See the video on the side panel for a demonstration of CareFirst and the audio generation.

Our AI application is evaluated across three measures: technical metrics, Subject Matter Experts (SMEs) feedback and User feedback.

We experimented with three different Large Language Models in the development of the CareFirst AI application and compared to the baseline answers that GPT3.5 would provide based on a large sample of first-aid intents and the associated reference answers.

• Carefirst, implemented with GPT3.5, has the highest semantic similarity with the reference answer (Sentence BERT - 0.7)
• Carefirst, implemented with GPT3.5, has the most sequences of similar words to the reference answer (ROUGE-L - 0.45)
• 77% of Carefirst’s answers are retrieved from the same source as the reference answer.

Our baseline GPT3.5 answers were the furthest from our reference answers, with CareFirst implemented with Gemma-7b-it and Mistral-7B-Instruct-v0.2 performing better than the baseline.

Subject Matter Experts

4 board-certified physicians practicing general surgery, trauma surgery, and internal medicine and 1 licensed Emergency Medical Technician (EMT) reviewed CareFirst responses.

Overall, CareFirst was rated a 7.2 out of 10 for trustworthiness; demonstrating the correctness of the information provided in the response. CareFirst was rated a 6.7 out of 10 for comprehensiveness; demonstrating the completeness of the information provided in the response.

Feedback received included:

• CareFirst appropriately asks for additional symptoms as needed
• CareFirst accurately provides guidelines for when and where to seek further care
• CareFirst can provide more specialized care with further triaging and user profiling

Key Learnings

We learnt so much through this product development! Including the following key learnings:

• Domain expertise for your LLM application is crucial to ensure it works the most effectively for your task. This comes from understanding the strengths and limitations of your data and working with subject matter experts.
• Evaluating LLM applications takes an array of measures to be confident it is working effectively. With continuous evaluation as you iterate through your development.
• Deploying an end-to-end experience including a web application, backend infrastructure and an LLM application takes a lot of time and effort to get right.

Our roadmap from here includes:

• Broadening usability by deploying the audio integration
• Introducing capability to add and maintain source documents in line SME advice
• Continuous improvement based on learnings from the embedded user feedback

Acknowledgements

Thank you for the advice and support from Professor Mark Butler, Professor James Winegar, Professor Korin Reid, Professor Fred Nugen. 

Thank you for the user testing from SMEs, friends, and family.

More Information

CareFirst | Capstone Spring 2024

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Explore the latest news from the university of Northern Colorado.

Acclaimed Artist and Performer Represents Spirit of the Times in Race-Related Dissertation

• Arts-and-Culture

Edward W. Hardy's research includes analyzing his own original compositions inspired by the African American Experience

April 18, 2024 | By Brenda Gillen

Most doctoral students meet their professors when they arrive on campus. But Edward W. Hardy and Professor of Violin Jubal Fulks met at a Vermont summer music festival when Hardy was a teen. Their strong connection has lasted through the years, and now, Hardy is completing the University of Northern Colorado's Music D.A. program, Music Performance Concentration , under Fulks' tutelage.

Fulks, who performs on both modern and baroque violins, has taught at festivals in Iowa, California and Vermont. He joined UNC's College of Performing and Visual Arts' School of Music as a faculty member in 2013 and spends summers as faculty of the Green Mountain Chamber Music Festival in Burlington, Vermont.

Hardy earned a bachelor's degree from the State University of New York at Purchase College and a master's degree from Queens College. Before auditioning for UNC's doctoral program early in the COVID-19 pandemic, Hardy built a career as a critically acclaimed Black and Puerto Rican composer, music director, violinist and violist.

Hardy's dissertation, titled "A Compendium of Three Musical Works Inspired by the African American Experience: Recordings, Commentary, and Pedagogical Observations," focused on his original compositions.

"The most challenging aspect of my research has been analyzing African American music within the framework of European theory and determining the appropriate level of disclosure and tone in which to convey my perspective on the music's impact on the human condition," Hardy said.

Hardy described his compositions as reflecting on America's pre-civil rights oppression, celebrating the Harlem Renaissance and exploring the landscape of other political, social and economic experiences. Works of Billie Holiday and Margaret Walker provided inspiration.

"This research can serve as a tool for violinists seeking modern techniques that bridge classical to popular music, composers in search of original compositions responding to current times, and storytellers seeking an understanding of how music can be composed using literature as a structure. I hope scholars, educators and performers are left with a spark of inspiration to create and perform works that reflect their heritages," Hardy said.

Initially intending to compose a musical as a capstone project, Hardy shifted focus in the face of U.S. race-related challenges.

"I came to believe that creating a meaningful and impactful dissertation, authored by a minority musician, would be a more productive pursuit and serve as tangible evidence that anything is possible," Hardy said. "Dr. Fulks instilled in me the confidence that incorporating my own works into a dissertation was not only feasible but also significant. They not only highlight my accomplishments, but also encapsulate the spirit of current times."

Weekly conversations between Hardy and Fulks cover a wide range of topics, Hardy said, tying back to the music they create and its impact on them and their communities. Fulks said mentoring happens in their discussions, and they even delve into personal areas.

"We are similar in that we both come from humble backgrounds, entered this field of classical music and feel a little bit like outsiders. But at the same time, we've made wonderful connections and a home for ourselves in the field," Fulks said.

He noted that, in addition to performing, Hardy composes his own pieces, which was typical of late 19th- and early 20th-century performers.

"These days, there seems to be a real separation between performers and composers. Eddie is a well-rounded, remarkable musician who can do different musical styles, arrangements and composing," Fulks said. "I think getting the word out about his compositions is part of the motivation behind presenting it as research. In addition to completing his program in three years, I am not aware of any student who has done more performing than he has in these past few years. He's a stellar example of a young man who is embarking on a wonderful career," he said.

Throughout his studies, Hardy was the Beethoven in the Rockies Concert Series' first digital marketing director and artistic advisor. A collaboration with UNC faculty led to the co-founding of the Northern Colorado Center for Arts Entrepreneurship, where Hardy was senior director of operations and artist entrepreneur in residence. These experiences leveraged Hardy's prior role as New York City's Omnipresent Music Festival founder and artistic director.

Hardy recently performed at UNC's Southard Music Competition Winners Concert, at the Metropolitan Museum of Art and has an upcoming chamber music performance with Sho Kuon at Carnegie Hall this Spring.

"I feel fortunate to have studied under exceptional and inspirational UNC faculty members who provided invaluable support and guidance throughout my academic journey," Hardy said.

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School of Planning and Public Affairs

Certificate in Transportation Planning

The field of transportation planning has become much broader in the past several decades, expanding from its focus on relieving traffic congestion to questions related to social equity, accessibility, climate impacts, and the benefits of physically active travel. This change has underscored the need to attract people from diverse disciplinary and social/ethnic backgrounds to the field. The next generation of transportation professional cannot simply be one in a team of specialists. They need to have a range of knowledge that allows them to see and solve problems without disciplinary boundaries.  

The Certificate in Transportation Planning at the UI School of Planning & Public Affairs prepares professionals who can address this challenge.

• Students study and work with different disciplines and learn to develop sustainable, equitable and safe transportation systems.
• Certificate is advantageous for employment, professional development or advancement.
• The Transportation Planning Certificate is credentialed and will appear on the student's UI transcript.
• Certificate courses may be applied to a master's degree in Urban Planning at the University of Iowa if the student pursues a graduate degree after the certificate is completed.

Completion of the certificate provides students a robust background in transportation, methods and techniques for transportation analysis, and real-world project experience to improve their expertise and employability in a variety of professional transportation roles.

Fields of employment for students with the Transportation Certificate include: •    transportation planning •    transit or freight management •    bike/pedestrian policy advocacy •    public health through active mobility •    sustainability •    climate mitigation

Who should apply?

•    Those with a bachelor’s degree in urban studies, planning, engineering and other fields who want to increase      their employment options in transportation planning.

•    Planners interested in further professional development.

•    Graduate students at the University of Iowa.

Required Curriculum

Courses are taught primarily online with both real-time interaction and recorded lectures. Some elective courses are offered in-person to accommodate student preferences. However, the certificate can be completed entirely online by selecting courses available in that format. Courses are taught by faculty in the School of Planning and Public Affairs and College of Public Health. See the   most recent catalog of planning courses for course descriptions .

The first semester of the certificate program introduces students to the fundamentals of transportation planning history and practice, and to the relationships between transportation systems, urban form, equity, and sustainability.

The second semester deepens knowledge through specialization in public policy, travel behavior analysis, infrastructure finance, and traffic safety. Finally, in the summer studio course, students undertake a real-world transportation project for a community partner through the Iowa Initiative for Sustainable Communities (IISC).

The certificate can be completed in one calendar year including a summer studio capstone. It may also be completed over two or more years for part-time students who complete fewer courses per semester. The two-year option accommodates students currently enrolled in two-year masters degrees at the University of Iowa.

Apply to Certificate Program

Current university of iowa students.

•    All UI students in good standing enrolled in any graduate program are eligible to complete the certificate. •    Admission for the certificate is considered on a rolling basis. •    Application deadline: Must be admitted to certificate program before completing all certificate courses. Requires that the student either have one course left to complete the certificate or is currently enrolled in final course necessary for the certificate.

To Apply Current UI graduate students should contact Abbi Castle in the School of Planning and Public Affairs.

Completion deadline During the semester of the student's final certificate course, the certificate completion form must be submitted before the established deadline for the Degree Application set by the Graduate College (approximately 10 weeks before graduation).

Non-University of Iowa Students

We are currently not admitting students who aren't University of Iowa graduate students into an online program.

For more information about the certificate program, please contact the Transportation Planning Certificate Coordinator: Steve Spears Associate Professor of Instruction School of Planning and Public Affairs [email protected]

For questions about the application process, please contact: Abbi Castle School of Planning and Public Affairs [email protected]

*Tuition rate for non-degree seeking students

Constructing Educational Resiliencies: My Education Capstone & Attending AERA's Conference

This semester, I embarked on a journey to complete my Education Research Capstone Project, a requirement for the new Educational Sciences major on campus. You have to two take two classes to fulfill this requirement: a core field research class and an elective. This semester, I took EDUC 150: Advanced Seminar in Education – Teachers of Color in the United States. Initially, I took this class as a research elective. However, it has been approved as one of the core requirements for the capstone project. Taught by Dr. Travis J. Bristol, this course taught me more about all the modern research on teachers of color in the United States from various perspectives. From teacher recruitment to higher education to professional development, I gained a variety of knowledge on different research methodologies to understand the central question: Why is there a massive shortage of teachers of color in the United States?

One critical component of this class is that students may have the opportunity to attend the AERA Annual Meeting. The AERA, or American Education Research Association, is one of the most significant research associations in the nation and handles the professional development of academic and professional education researchers. From education policy and child/student development to teaching/learning and more, this association helps researchers conduct work to enhance the education experience of all students by influencing the best practices of education practitioners.

This year, I had the opportunity to attend the conference as an undergraduate student alongside my five classmates: Anthony, Erica, Heaven, Josh, and Stephanie. We were guided by Dr. Bristol and two fantastic graduate students, Aukeem and Ja’Nya, throughout the conference. Going into this space, I was very nervous and slightly intimidated. Many of the conference’s participants were working researchers, professionals, and graduate students with immense research experience. I came in with little to no experience besides researching for class assignments and papers.

However, when we attended our first session, I began to feel that nervousness and intimidation lift off my shoulders. I got to watch someone who I’ve read frequently in my Ethnic Studies classes speak LIVE and IN-PERSON. This annual meeting’s theme was “Dismantling Racial Injustice and Constructing Educational Possibilities: A Call To Action,” thus, many of the sessions involved conversations about the intersections of race, ethnicity, and education. This theme could not have been highlighted better than by the opening address by Civic Rights Attorney Kimberlé Crenshaw, who coined the term “intersectionality.” Hearing Dr. Crenshaw speak, I was in awe and mesmerized to hear her speak out her research live.

Throughout the conference, I got to attend a lot of sessions based on some of the previous research I’ve read in my EDUC 150 class and others. One session I attended, “Enacting and Sustaining Equity-Centered Work in Hispanic-Serving Institutions: Organizational, Federal, and Systemic Levers of Change,” spoke on research I had always been interested in exploring further and was facilitated by one of the new Berkeley School of Education professors, Dr. Gina Ann Garcia. I gained so much knowledge from all of the sessions I attended and walked away with many more authors to read about and use for all my classes.

Besides the sessions, we also had evening networking receptions with various graduate schools, such as the University of Colorado Denver and Harvard Graduate School of Education. And Berkeley’s School of Education hosted its own reception. Through these, I was able to really break out of my shell and connect with fantastic faculty and graduate students in and outside of Berkeley. I got to learn through their research experiences and have heartful conversations on navigating academia as a queer person of color.

One graduate student in particular introduced me to Critical Mixed Race Studies, a field within Ethnic Studies I had not yet been exposed to in-depth. Research about mixed-raced/multiracial people like me is something that is not commonly talked about. Thus, I was so excited to hear that this area of research needed to be explored further.

As I walk away from this space, I take away some of the most influential knowledge, conversations, and connections I have ever received during my undergraduate education at Berkeley. I am so grateful to have had the opportunity to attend this conference to learn, grow, and become empowered to make a lasting change in education. As I prepare to write my proposals for my Ethnic Studies senior thesis, I am left wondering: how can I further contribute to the knowledge I’ve gained, or rather, create my own?

Karl Marx 1845

Theses On Feuerbach

Written : by Marx in Brussels in the spring of 1845, under the title “1) ad Feuerbach”; Marx’s original text was first published in 1924, in German and in Russian translation, by the Institute of Marxism-Leninism in Marx-Engels Archives, Book I, Moscow. The English translation was first published in the Lawrence and Wishart edition of The German Ideology   in 1938. The most widely known version of the Theses is that based on Engels’ edited version, published as an appendix to his Ludwig Feuerbach in 1888, where he gave it the title Theses on Feuerbach ; Translated : by Cyril Smith 2002, based on work done jointly with Don Cuckson.

The main defect of all hitherto-existing materialism — that of Feuerbach included — is that the Object [ der Gegenstand ] , actuality, sensuousness, are conceived only in the form of the object [ Objekts ] , or of contemplation [ Anschauung ] , but not as human sensuous activity, practice [ Praxis ] , not subjectively. Hence it happened that the active side, in opposition to materialism, was developed by idealism — but only abstractly, since, of course, idealism does not know real, sensuous activity as such. Feuerbach wants sensuous objects [ Objekte ] , differentiated from thought-objects, but he does not conceive human activity itself as objective [ gegenst�ndliche ] activity. In The Essence of Christianity [ Das Wesen des Christenthums ] , he therefore regards the theoretical attitude as the only genuinely human attitude, while practice [ Praxis ] is conceived and defined only in its dirty-Jewish form of appearance [ Erscheinungsform ] [1] . Hence he does not grasp the significance of ‘revolutionary’, of ‘practical-critical’, activity.

The question whether objective truth can be attributed to human thinking is not a question of theory but is a practical question. Man must prove the truth, i.e. , the reality and power, the this-sidedness [ Diesseitigkeit ] of his thinking, in practice. The dispute over the reality or non-reality of thinking which is isolated from practice is a purely scholastic question.

The materialist doctrine that men are products of circumstances and upbringing, and that, therefore, changed men are products of changed circumstances and changed upbringing, forgets that it is men who change circumstances and that the educator must himself be educated. Hence this doctrine is bound to divide society into two parts, one of which is superior to society. The coincidence of the changing of circumstances and of human activity or self-change [ Selbstver�nderung ] can be conceived and rationally understood only as revolutionary practice .

Feuerbach starts off from the fact of religious self-estrangement [ Selbstentfremdung ] , of the duplication of the world into a religious, imaginary world, and a secular [ weltliche ] one. His work consists in resolving the religious world into its secular basis. He overlooks the fact that after completing this work, the chief thing still remains to be done. For the fact that the secular basis lifts off from itself and establishes itself in the clouds as an independent realm can only be explained by the inner strife and intrinsic contradictoriness of this secular basis. The latter must itself be understood in its contradiction and then, by the removal of the contradiction, revolutionised. Thus, for instance, once the earthly family is discovered to be the secret of the holy family, the former must itself be annihilated [ vernichtet ] theoretically and practically.

Feuerbach, not satisfied with abstract thinking , wants sensuous contemplation [ Anschauung ] ; but he does not conceive sensuousness as practical , human-sensuous activity.

Feuerbach resolves the essence of religion into the essence of man [ menschliche Wesen = ‘human nature’] . But the essence of man is no abstraction inherent in each single individual. In reality, it is the ensemble of the social relations. Feuerbach, who does not enter upon a criticism of this real essence is hence obliged:

1. To abstract from the historical process and to define the religious sentiment regarded by itself, and to presuppose an abstract — isolated - human individual.

2. The essence therefore can by him only be regarded as ‘species’, as an inner ‘dumb’ generality which unites many individuals only in a natural way.

Feuerbach consequently does not see that the ‘religious sentiment’ is itself a social product , and that the abstract individual that he analyses belongs in reality to a particular social form.

All social life is essentially practical . All mysteries which lead theory to mysticism find their rational solution in human practice and in the comprehension of this practice.

The highest point reached by contemplative [ anschauende ] materialism, that is, materialism which does not comprehend sensuousness as practical activity, is the contemplation of single individuals and of civil society [ b�rgerlichen Gesellschaft ] .

The standpoint of the old materialism is civil society; the standpoint of the new is human society or social humanity.

Philosophers have hitherto only interpreted the world in various ways; the point is to change it.

1. “Dirty-Jewish” — according to Marhsall Berman, this is an allusion to the Jewish God of the Old Testament, who had to ‘get his hands dirty’ making the world, tied up with a symbolic contrast between the Christian God of the Word, and the God of the Deed, symbolising practical life. See The Significance of the Creation in Judaism , Essence of Christianity 1841

Deutsch | 1938 translation of Marx’s original | 1969 Selected Works translation | Engels’ 1888 version

Marx/Engels Works Archive | Study Guide | Engels on Feuerbach | Image of Thesis 11 | Works Index

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Home > Capstones & Theses

Capstone Projects and Master's Theses

This digital archive of Capstone projects and Master's theses gathers the culminating experiences of both undergraduate and graduate students at CSUMB.

To view capstones and theses separately, please see the links below:

• Capstone Projects
• Master's Theses

Capstones/Theses from 2022 2022

Capstone Project: Fraud in the Elderly Community , Brian Castelle

Capstone Project: From the Victims: A Needs Assessment and Training Program for Victim Advocates at the Monterey County District Attorney’s Office , Sophia Lopez

Capstone Project: Greenfield High School Counseling Department: Behavioral Health Resources , Fatima Galarza

Capstone Project: Have You Heard?: Increasing College Access and Success for Students with Disabilities , Michelle Trujillo

Capstone Project: Helping Immigrant Children Cope with Stress and Anxiety , Fatima Luna

Capstone Project: Homeless Youth Research Project: Expanding and Improving Services and Resources , Steve Lobo

Capstone Project: How Reading to Dogs Can Benefit Children’s Development , Victoria Larios

Capstone Project: How Sample Clearance Has Affected Hip-Hop Music-Making , Bryan J. Brewster

Capstone Project: Impact of Online Learning on Academic Success of College Students , Natalie Carbonel

Capstone Project: Impact of Positive Classroom Environment on Elementary School Students’ Learning , Marisa Contrada

Capstone Project: Impact of School Lunches on Elementary School Students' Academics , Yudbeth Coronel

Capstone Project: Impact of Special Focus Academies on Elementary School Students , Samantha M. Evans

Capstone Project: Implementing a Resource Webpage for LGBTQ+ , Joel Lopez

Capstone Project: Important Activities for Infants and Toddlers / To Support a Foster Child , Vanessa Salas

Capstone Project: Improving 5th Grade Students' Stress Management Skills , Daniela Cortes Gomez

Capstone Project: Improving Collegiate Athletes’ Recognition of Mental Wellness and Coping Strategies , Jazmin Mora

Capstone Project: Improving Healthy Relationships Among Female College Students , Laura Heberle

Capstone Project: Improving Kindness in a Preschool Classroom , Mayari Chavez

Capstone Project: Improving Knowledge of Parents of Hispanic Culture on Emotional Trauma and Abuse towards Children , Marisol Ramos

Capstone Project: Improving Parental Education , Daisy Martinez Ortiz

Capstone Project: Improving Self Regulation in Early Adolescents , Nicole Lopez

Capstone Project: Increasing Access to Intervention Services at Rancho San Juan High School , Bernardo J. Lopez

Capstone Project: Increasing Acts of Kindness Among 4th Graders , Joanna Vaughn

Capstone Project: Increasing Awareness Among Parents of Young Children About Technology , Danna Gonzalez Calderon

Capstone Project: Increasing Awareness and Allyship for Peers with Nonvisible Disabilities(NVD) , Yeran M. Attallah

Capstone Project: Increasing Awareness of the Risks of Teasing in Schools Ages Seven Through Eight Years Old , Stephanie Munoz

Capstone Project: Increasing Elementary School Student's Awareness of Invisible Learning Disabilities , Jacquelyn Porter

Capstone Project: Increasing Elementary School Students’ Awareness on Inclusion with Children with Disabilities , Antonia Martinez

Capstone Project: Increasing Engagement Of Veterans & Families Through Social Media , Nathan Erickson

Capstone Project: Increasing English Language Learners Vocabulary and Spelling Through Game Interactions , Lucila Chavez

Capstone Project: Increasing Growth Mindset Statements , Karla Montano Acosta

Capstone Project: Increasing High School Students Awareness of Teen Dating Violence , Desiree Acosta

Capstone Project: Increasing Nutrition and Healthy Eating Among Preschoolers , Veronica Trinidad

Capstone Project: Increasing Social Awareness Skills in Kindergarten Students , Chloe Dennis

Capstone Project: Increasing Social Development for 5th graders , Akito Aromin

Capstone Project: Increasing Social-Emotional and Friendship Making Skills in Preschool Children , Maria Y. Meza

Capstone Project: Increasing Social-emotional skills in the First-grade Students at Olson Elementary School , Krsteen Bebawy

Capstone Project: Increasing the Awareness of Emotional Regulation in Young Children , Duran Andrea

Capstone Project: Increasing Utilization of COVID-19 Vaccinations , Riley Labaw

Capstone Project: Individuals with Disabilities Struggle to Get Employment , Natalia L. Cuna

Capstone Project: Informing Community College Students of the Importance of Self-advocacy for their Academic Success and Advancement , Adriana Sara Jacobs

Capstone Project: Informing Educators on the Importance of Teaching Latino Immigrant Parents about Children's Learning Disabilities , Guadalupe Lobato Vega

Capstone Project: In-Home Support Services Provider Training Needs , Em Bowman Fowler

Capstone Project: Inspiring Students in Careers in Science, Technology, Engineering, and Math (STEM) Using Science Fairs , Sydney Ann Guire

Capstone Project: Intellectual and Developmental Disability Awareness Video , Rocio Barron

Capstone Project: Intervention Program for the Transition from High School to the Real World , Tiana González

Capstone Project: Intervention Program to Ease the Transition out of High School , Marissa Sareñana

Capstone Project: Intervention Program to Increase Preparedness for Life After High School , Melisa Garcia

Capstone Project: Intervention Program to Increase Preparedness for Life After High School , Jennifer Carrillo Vazquez

Capstone Project: Jacobs Heart 5k/10k Fundraiser , Luis Mojica-Ireta

Capstone Project: Kindergarten Social and Emotional Learning Development , Liliana Garduno

Capstone Project: Language Brokering in Immigrant Families , Jessica Manuel

Capstone Project: Medical Needs Grant , Tabark Ahmed

Capstone Project: Mental Health in Cesar Chavez Elementary School , Briceida Maldonado

Capstone Project: Miracle Manual: Children’s Miracle Network Hospitals Program Coordinator Guidebook , Emily Gonzalez

Capstone Project: Monterey County Health Department Health Equity Plan , Zahara Ahmed

Capstone Project: More than a Paycheck: Improving Teachers' Practice , Kashmir Palencia

Capstone Project: Motivating Youth on Probation to Post-Secondary Success , Ximena Soto

Capstone Project: Multipurpose Senior Service Program: Creating Connections With Community Partners , Xiomara Ivette Rivera Ortiz

Capstone Project: Music Therapy and Autism , Samuel Rios

Capstone Project: Nature-Based Education for Elementary Students with Attention Deficit-Hyperactivity Disorder , Kayleigh Morrison

Capstone Project: NOTICE: Youth, POC & LGBTQ+ Big Tobacco Wants You , Tucosha Lopez

Capstone Project: Parental Engagement To Influence Child Nutrition Habits , Mariah Van Ardenne

Capstone Project: Parent Volunteers and COVID-19: Balancing Necessity, Enthusiasm, and Caution , Jarrod Myers

Capstone Project: Power of Arts & Craft to Support Children with Illnesses , Gerardo Hernandez

Capstone Project: Preventing Behavior Problems Among Elementary School Students , Carena Wills

Capstone Project: Promoting Emotional Development Skills in Preschool Children. , Carolina Cordova

Capstone Project: Promoting Parental Involvement in Elementary Schools to Achieve Academic Success , Julia Strande

Capstone Project: Promoting Positive Body Image in Youth , Nancy Yaneli Fragosa Birruete

Capstone Project: Promoting Yoga as Mobility for Elderly in Watsonville , Alondra Montanez Vasquez

Capstone Project: Pronunciation Classes for Intermediate English Learners in the Literacy Program , May A. Her

Capstone Project: Prop 47 Qualitative Client Survey Evaluation , Frances Castillo

Capstone Project: Recognition of Childrens’ Benefits While Participating in Sports to Parents , Melida Carmona

Capstone Project: Research on the Challenges of "The Great Resignation" Faced by Nonprofits , Breanna Wilson

Capstone Project: Research to Determine New Program Options for Health Project Center Clients , Cynthia Zavala

Capstone Project: Self-Care Workshop for Residents at Mariposa House , Cynthia Ocampo

Capstone Project: Sound Design in Video Games / Creating Sound for Heartrift , Israel C. Powers

Capstone Project: Space for Change , Devika Itzel Safer-Kajioka

Capstone Project: Special Education: Middle School Support Binder , Moncerrat Jamilett Aviles-Bernal

Capstone Project: Supplying Telehealth Resources Through Marketing , Delfina Sanchez

Capstone Project: Teaching Immigrant Parents about Mental Health , Ana Rodriguez

Capstone Project: Teaching Latino Parents About Positive Discipline & Emotion Coaching , Jessica Pineda

Capstone Project: Teaching Life Skills Communication to Students in Special Education , Sara Sang

Capstone Project: Teaching Students with Maladaptive Behaviors in Special Education , Giselle Valdez Tejeda

Capstone Project: The Benefits of Dual Immersion Programs on Elementary School Students , Allison E. Williams

Capstone Project: The Benefits of Implementing Sports and Exercise Psychology on Latino Students , Veronica Gomez

Capstone Project: The Benefits of Integrating Physical Activity for Elementary School Students , Miriam Olmos

Capstone Project: The Consequences of Cutting Music Programs in K-12 Public Schools , Jami Jeres

Capstone Project: The Effects of COVID-19 on Early Childhood Mental Health Development , Taylor Ybanez

Capstone Project: The Impact of One Can impact the Majority: Benefits of Social and Emotional Learning , Melissa Perez

Capstone Project: The Lights in the Dark: A COVID-19 Journey , Kristen Justice Palado

Capstone Project: The Musical Implementation of Additive Synthesis , Quinn Ingrassia

Capstone Project: The Nationwide Teacher Shortage: Factors Influencing Educators to Leave the Profession , Abby Keegan

Capstone Project: The Quest for Equity: Multicultural Education , Corina Lieu

Capstone Project: The Value of a Policies and Procedures Manual in Nonprofit Organizations , Teresa Holman

Capstone Project: Transition from Homeless to Homed , Heidy Avalos

Capstone Project: Turning the Page to a More Supportive Educational Approach , Jazmine Polanco

Capstone Project: Veterans Transition Center Self-Care Guide for Case Managers , Camille Quiroz

Capstone Project: Veterans Treatment Court: Outreach Specialist , Francisco Narewski

Capstone Project: Volunteer Opportunities for Bilinguals and Monolinguals , Jocelyn Tafolla

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NagatinSky / Alexey Rozenberg

• Architects: Alexey Rozenberg
• Area Area of this architecture project Area:  136 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   CIR SERENISSIMA , Centrsvet , EXENIA , Foscarini , Innovation Living , +2 Linea Light Group , NATUZZI -2

Sberbank Office / IND Architects

• Architects: IND Architects
• Area Area of this architecture project Area:  7000 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   Covering Chile , Milliken , Russkiy Nestandart , Statio

Orange Business Services Office / T+T Architects

• Architects: T+T Architects
• Area Area of this architecture project Area:  5300 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   Desso , Fagerhult , Haworth
• Professionals: PRIDEX Group

35m2 Flat / Studio Bazi

• Architects: Studio Bazi
• Area Area of this architecture project Area:  35 m²
• Year Completion year of this architecture project Year:  2015
• Manufacturers Brands with products used in this architecture project Manufacturers:   EGGER , Schneider Electric , Bayker , Gorenje
• Professionals: Studio Bazi

Living Space / Ruetemple

• Architects: Ruetemple
• Area Area of this architecture project Area:  48 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   FAKRO , Centrsvet , Sofia

Adidas Home Of Sport / ABD architects

• Architects: ABD architects
• Area Area of this architecture project Area:  20000 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   Lightnet , Nayada , Shaw
• Professionals: PRIDEX Group , RBTT Consultants

Hires Apartment Renovation / buro5

• Architects: buro5
• Area Area of this architecture project Area:  105 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   BoConcept , Grohe , Arbonia Solutions , Coswick Parket , Ikea , +2 LIGHT-POINT , clinker stroeher -2

Gazeta.ru News Agency Office / Nefa Architects

• Area Area of this architecture project Area:  600 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   Vibia , Artemide , BONALDO , Flos , Linea Light Group , +7 Loft , Planlicht , Prooff , Roche Bobois , SVL , Tolix , Vitra -7
• Professionals: Shafran

Gorki / Ruetemple

• Area Area of this architecture project Area:  47 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   Ambient Lounge , Boskke sky planter , Ceramica Fondovalle , Foscarini , Ikea , +1 imex -1

Apply to the Strelka Institute: New Educational Programme Launched

The Strelka Institute for Architecture, Media and Design has launched the enrollment campaign for the postgraduate education program. The theme of the 7th academic year at Strelka is entitled  The New Normal . Research will focus on the new contemporary condition, which has emerged because of the rapid development of technology—including machine intelligence, biotechnology, automation, alternative spaces created in VR and AR—and define new paths for urban design and development.

This Moscow Circus School Proposal is Composed of a Series of Domes and Undulating Waves

A team comprised of Chinese architects Hang Guo and Shanshan Li have used the history of theatre and circus to drive their proposal for a new Moscow Circus School. The design, dubbed Dome and Circus , was developed for the recent Architectural Competition Concours d'Architecture (AC-CA) competition , which encouraged participants to consider the ways in which their design could generate discussion about the relationship between architecture and culture.

Crushpro / FORM Bureau

• Architects: FORM Bureau
• Area Area of this architecture project Area:  290 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   Forbo Flooring Systems , Fun-era , Helios , Kerama Marazzi , Varton

Apartment W_G+BETON / ARCH.625

• Architects: ARCH.625 : ARCH.625
• Area Area of this architecture project Area:  230 m²
• Manufacturers Brands with products used in this architecture project Manufacturers:   ETHNICRAFT , Miele , ABB , BANG & OLUFSEN , BONALDO , +5 Blum , Josef Göbel , SEAMEN , Vitra , XAL -5

Swimming Pool in Luzhniki / Ka-Buro

• Architects: Ka-Buro
• Area Area of this architecture project Area:  520 m²
• Year Completion year of this architecture project Year:  2014

MCFO Awards 2016: Call For Submissions

On the 1st of July Moscow Construction and Fit-out Association, MCFO opens online submission for MCFO Awards, which defines excellence in office space in Moscow. Entries can be submitted by any member of a project team through  www.mcfo-awards.com.

Strelka Institute Launches Scholarships for New Master’s Programme

Moscow's Strelka Institute has launched a series scholarships that will cover expenses for its first joint master’s programme with the HSE Graduate School of Urbanism, called ‘ Advanced Urban Design ’. Three scholarships will be granted to remarkable emerging leaders in the spheres of urban design and research to fully pursue a two-year study.

Office of RD Construction Company / IND Architects

• Area Area of this architecture project Area:  2200 m²