Expert answer:Capstone Project
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asci_490_bsa_individual_project_paper_template_2015.pdf
asci_490_bsa_individual_project_proposal_template_2015c_2.pdf
undergrad_capstone_course_policy_guide_final___january_2017a.pdf
asci_490_rubric.pdf
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Running head: ASSESSING THE POTENTIAL
[The running head should be derived from the paper title and be no longer than 50 characters,
including spaces]
[Note: The bracketed, gray-highlighted text appearing in this template is informational only. It
should not appear in the student’s submitted project paper]
Assessing the Implications and Challenges Associated with the Development and
Implementation of the NextGen Air Transportation System
by
John A. Smith
[The title should summarize the main idea of the paper simply and accurately, and be fully
explanatory when standing alone]
A Research Project
Submitted to the Worldwide Campus
In Partial Fulfillment of the Requirements
of Course ASCI 490, The Aeronautical Science Capstone Course,
for the Bachelor of Science in Aeronautics Degree
Embry-Riddle Aeronautical University
July 2015
ASSESSING THE POTENTIAL
Abstract
[The abstract is NOT an introduction. It is a brief, comprehensive summary of the contents of
the paper. The abstract:
Allows readers to quickly survey the content of the paper.
Is accurate, non-evaluative, coherent, readable, and concise.
Should contain key words that relate it to the paper contents.
Should contain the four or five most important concepts or main points of the paper.
Defines the final product produced.
In the Capstone research paper is the final statement of accomplishment. It is written in
the third person, past and present tense (as appropriate; past tense for describing
actions the student took; present tense for presenting current, valid information). It
reflects what the student actually did.
Is typically limited to between 150 to 250 words, but must be no more than 250 words]
[Note: Page numbers can be any format/location permitted by the APA Publication Manual]
2
ASSESSING THE POTENTIAL
Assessing the Implications and Challenges Associated with the Development and
Implementation of the NextGen Air Transportation System
[The title, exactly as written on the front page, should be repeated to open the body of the
proposal]
[The student must include an Introduction. Per the Publication Manual of the American
Psychological Association (The “APA”) the introduction “… is clearly identified by its position in
the manuscript, [therefore] it does not carry a heading labeling it the introduction.”]
(VandenBos, 2009, pg xx).
[In the Introduction the students should:
Introduce the reader to the topic of the paper.
Provide the reader with any historical or background information the student believes
necessary to the aid the reader’s understanding of the paper.
Explain why the topic of the paper is important to the field.
Define the scope and depth of the project.
Summarize the procedures the students used in developing the paper (i.e. information
and data gathering; analysis, evaluation and synthesis; application of critical thought)]
The introduction should be concise and should flow logically.]
[In the Body of the Paper the students are largely left to establish the format as the find most
appropriate for their Capstone, guided by the formatting requirements established by the APA
manual.]
[Fundamentally the format and content of the paper should:
Flow from a logical start to a logical finish that builds a supportive case apparent to the
reader for the results, conclusions, and recommendations developed. Think of this as
the paper’s “path”.
Provide all the information necessary for the reader to progress from one step to another
in the paper without having to make any large leaps of information or logic, while at the
same time avoiding superfluous information that does not add to the flow and logic of
the paper. In short, the paper should be complete but concise.
Should not overtly explain to the reader how the student has demonstrated his or her
skill at all of the POs. Rather, this should be apparent to the reader from the flow and
topical content of the paper.
Should employ appropriate APA-formatted headings that subdivide the paper into
logical sections of reasonable and appropriate length to both add to the logical flow of
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ASSESSING THE POTENTIAL
the paper and to allow the reader a more pleasant and understandable reading
experience.
Should carefully use words that accurately convey the meaning the student intends.
Build to an ending that provides the reader with the students’ defensible results,
conclusions, and recommendations, as appropriate.]
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ASSESSING THE POTENTIAL
References
VandenBos, G., (Ed.). (2009) Publication manual of the American Psychological Association
(6th ed.). Washington, DC: American Psychological Association.
[In text citations and references must appear in the Capstone Report when necessary in
accordance with the rules established by the APA Publication Manual]
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ASSESSING THE POTENTIAL
APPENDIX A
COPY OF THE APPROVED RESEARCH PROPOSAL
6
ASSESSING THE POTENTIAL
[The students must include a verbatim copy of the previously approved research proposal here
as appendix A to the Capstone Research Paper]
7
Running head: ASSESSING THE IMPLICATIONS
[The running head should be derived from the paper title and be no longer than 50 characters,
including spaces]
[Note: The bracketed, gray-highlighted text appearing in this template is informational only. It
should not appear in the student’s submitted proposal]
Assessing the Implications and Challenges Associated with the Development and
Implementation of the NextGen Air Transportation System
by
John A. Smith
[The title should summarize the main idea of the paper simply and accurately, and be fully
explanatory when standing alone]
A Research Project Proposal
Submitted to the Worldwide Campus
In Partial Fulfillment of the Requirements
of Course ASCI 490, The Aeronautical Science Capstone Course,
for the Bachelor of Science in Aeronautics Degree
Embry-Riddle Aeronautical University
July 2015
ASSESSING THE IMPLICATIONS
Abstract
[The abstract is NOT an introduction. It is a brief, comprehensive summary of the contents of
the paper. The abstract:
Allows readers to quickly survey the content of the paper.
Is accurate, non-evaluative, coherent, readable, and concise.
Should contain key words that relate it to the paper contents.
Should contain the four or five most important concepts or main points of the paper.
Defines the final product to be produced.
In the proposal is a preliminary statement of intention. It is written in the third person,
future tense and is based on the student’s existing information and knowledge of the
field at the time it is written. It will have to be updated in the Capstone paper to reflect
what the student actually did, where it will be revised to the third person, past and
present tense (as appropriate).
Is typically limited to between 150 to 250 words, but must be no more than 250 words]
[Note: Page numbers can be any format/location permitted by the APA Publication Manual]
2
ASSESSING THE IMPLICATIONS
Assessing the Implications and Challenges Associated with the Development and
Implementation of the NextGen Air Transportation System
[The title, exactly as written on the front page, should be repeated to open the body of the
proposal]
Statement of the Project
[This section must briefly:
Explain the fundamental purpose of the paper (i.e. demonstrating skill at the 11 POs)
Explain the type of project (in this case, and individual project)
Describe the student’s degree program]
Introduction
[In the Introduction the student should:
Introduce the reader to the topic of the paper.
Provide the reader with any historical or background information the student believes
necessary to the aid the reader’s understanding of the paper.
Explain why the topic of the paper is important to the field.
Define the scope and depth of the project.
Summarize the procedures the student will use in developing the paper (i.e. information
and data gathering; analysis, evaluation and synthesis; application of critical thought)]
The introduction should be concise, and should be limited to no more than one page.
Program Outcomes to be Addressed
Critical Thinking
“The student will show evidence of knowledge at a synthesis level to define and solve
problems within professional and personal environments” (ERAU, 20xx, pp. xx).
[The student will open each PO section with a direct quote of the PO]
[At a minimum the student must meet the following four objectives for this, and each,
Program Outcome:
1. Explain his or her understanding of the PO. This should be as simple as one sentence in
which the student explains his or her understanding of the PO.
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ASSESSING THE IMPLICATIONS
2. Explain how he or she will demonstrate his or his skill at the PO as specifically related to
the student’s project topic.
3. Describe what information and data he or she expects will be required to successfully
accomplish Objective No. 2 (above) for the PO.
4. Describe from what sources the student expects he or she will be able to obtain the
information in Objective No. 3 to successfully accomplish Objective No. 2 (above) for the
PO.
Quantitative Reasoning
“The student will show evidence of the use of digitally-enabled technology & analysis
techniques to interpret data for the purpose of drawing valid conclusions and solving
associated problems” (ERAU, 20xx, pp. xx).
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for this Quantitative Reasoning PO]
Information Literacy
“The student will show evidence of meaningful research, including gathering information
from primary and secondary sources and incorporating and documenting source material in
their writing” (ERAU, 20xx, pp. xx).
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for the Quantitative Reasoning PO]
Communication
“The student will show evidence of communicating concepts in written, digital, and
oral forms to present technical and non-technical information” (ERAU, 20xx, pp. xx).
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for the Communication PO]
4
ASSESSING THE IMPLICATIONS
Scientific Literacy
“The student will show evidence of analyzing scientific evidence as it relates to the physical
world and its interrelationship with human values and interests” (ERAU, 20xx, pp. xx).
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for the Scientific Literacy PO]
Cultural Literacy
“The student will show evidence of the analysis of historic events, cultural artifacts and
philosophical concepts” (ERAU, 20xx, pp. xx).
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for the Cultural Literacy PO]
Lifelong Personal Growth
“The student will show evidence of the skills needed to enrich the quality of life through
activities which enhance and promote lifetime learning” (ERAU, 20xx, pp. xx).
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for the Lifelong Personal Growth PO]
Aviation/Aerospace/Aeronautical Science
“The student will show evidence of advanced concepts of aviation, aerospace, and
aeronautics to solve problems commonly found in their respective industries” (ERAU, 20xx,
pp. xx).
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for the Aeronautical Science PO]
Aviation Legislation and Law
“The student will show evidence of the basic concepts in national and international
legislation and law as they pertain to the aviation, aerospace and aeronautics industries”
(ERAU, 20xx, pp. xx).
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ASSESSING THE IMPLICATIONS
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for the Aviation Legislation and Law PO]
Aviation Safety
“The student will show evidence of basic concepts in aviation safety as they pertain to the
aviation, aerospace, aeronautics industry” (ERAU, 20xx, pp. xx).
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for the Lifelong Personal Growth PO]
Aviation Management and Operations
“The student will show evidence of sound, ethical management principles within standard
aviation, aerospace, and aeronautics operations” (ERAU, 20xx, pp. xx).
[At a minimum the student must meet the same four objectives as explained above for the
Critical Thinking PO for the Aviation Management and Operations PO]
6
ASSESSING THE IMPLICATIONS
References
Embry-Riddle Aeronautical University. (20xx). College of aeronautics:
Undergraduate capstone policy guide. Retrieved from
https://erau.instructure.com/courses/6179/pages/coa-undergraduatecapstone-policy-guide?module_item_id=17735
[In text citations and references must appear in the Capstone proposal when necessary in
accordance with the rules established by the APA Publication Manual]
7
1
Undergraduate Capstone Course Policy Guide
For
Bachelor of Science in Aeronautics (BSA)
Bachelor of Science in Aviation Security (BSAS)
Bachelor of Science in Aviation Maintenance (BSAvM)
Bachelor of Science Safety Management (BSSM)
Bachelor of Science in Transportation (BST)
Bachelor of Science Unmanned Systems Application (BSUSA)
January 2017
(OPR- O.L. Godsey)
2
Keynote
The Chair of the Department of Aeronautics Undergraduate Studies is the primary
authority in all aspects of the implementation of this policy guide and the administration of all
undergraduate capstone courses assigned to the department. The Program Chair for the
appropriate Bachelor of Science degree program and/or the Associate Program Chair are the first
points of contact for any questions regarding the implementation of this policy guide and the
administration of the College of Aeronautics undergraduate capstone course.
The Capstone Course (AMNT 490, ASCI 490, BSSM 490, SCTY 490, TRAN 490 &
UNSY 490) must be taken as the final course in the student’s degree program. Exception
to this policy will require justification from the student and approval from the Chair of the
Department of Aeronautics, Undergraduate Studies. Students can contact their advisor,
Campus Director, or email wwaero@erau.edu for more information on exception policy
and submission of requests.
Note: At the present time the BSA, BST, BSAS, BSSM, BSAvM and BSUSA degrees are
included in this guide, other degree programs will be added as they come available.
3
Table of Contents
Introduction to the Capstone ………………………………………………………….. 5
Purpose ………………………………………………………………………… 5
Goal …………………………………………………………………………… 5
Establishing Communication …………………………………………………. 6
Institutional Review Board ……………………………………………………. 6
The Proposal ………………………………………………………………….. 7
Capstone Project ………………………………………………………………. 8
General Focus of the Capstone Project……………………………………….. 9
Definition of Terms ……………………………………………………………10
Program Outcome Guidance …………………………………………………. 10
Information Concerning Program Outcomes ………………………… 10
Additional Guidance for Proposal & Capstone Paper ……………………… 12
Program Outcome Specific Guidance ……………………………………… 13
General Ed POs (BSA, BSAvM, BTS, BSAS)……………………..
13
BSA – Core Program Outcomes ……………………………………………. 22
BSAvM – Core Program Outcomes ………………………………………… 26
BTS – Core Program Outcomes …………………………………………….. 32
BSAS – Core Program Outcomes…………………………………………… 35
General Education Program Outcomes (BSSM) …………………………… 38
BSSM – Discipline Program Outcomes ……………………………. 47
General Education Program Outcomes (BSUSA) …………………………. 49
BSUSA – Core Program Outcomes ………………………………..
58
Submission of Final Capstone Documents…………………………………. 59
4
Table of Contents (con’t)
Plagiarism…………………………………………………………………….. 60
Course Incomplete Options …………………………………………………… 60
Appendices …………………………………………………………………… 62
5
Introduction to the Capstone
Purpose
The Aeronautical Science Capstone Course is the culminating effort of the entire learning
experience for undergraduate students in the College of Aeronautics. This course is an
assessment course and not an instructional course. The student will complete a project
providing significant evidence of experience within the discipline studied. Students will work
with a designated faculty member to formulate, develop, and complete the aviation/aeronautical
project. The completion of the Capstone Course is designed to document significant evidence
the student’s applicable program outcomes have been met and provide the student evidence of
experience available to current and prospective employers. The Capstone Course will be taken
as the last course in the student’s degree program. Exception to this policy will require
justification from the student and approval from the Chair of the Department of Aeronautics,
Undergraduate Studies. Students can contact their advisor, Campus Director, or email
wwaero@erau.edu for more information on exception policy and submission of requests.
For the purposes of the course description found in the catalog, a “project” is the
culminating effort and can be any “approved” project. The qualifying criteria are the project
proposal must allow the student to demonstrate each aspect of the applicable Program Outcomes
and be approved by the assigned faculty member and a College of Aeronautics Department of
Undergraduate Studies representative.
Goal
The goals of the College of Aeronautics Capstone Courses are to provide an opportunity
for students to demonstrate achievement of the applicable Program Outcomes. The final project
will capture the student’s extensive research effort.
6
However, the Capstone is an assessment course, not an instructional course. That is why
it does not include Learning Outcomes as other UG courses do. The Capstone is intended to
assess the student’s skills, based upon prior learning of the Program Outcomes. Instructors
should guide the student toward addressing the critical elements that will further allow the
student to succeed in the Capstone. If the instructor considers a proposal weak his or her
purpose is not to instruct the student with the intent of helping the student earn a grade of ‘A’.
Rather, the instructor’s purpose is to highlight critical issues/areas that could prevent student
success in passing the Capstone and provide the student the guidance necessary to meet the
minimum standards for the proposal established by those objectives.
Establishing Communications
Communication is the key element to success in this course. It must occur early and
often. It is imperative that two-way communication is established between faculty and student as
soon as possible. Close coordination between faculty and student will ensure course
expectations are understood and met. Delays in co …
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