Capstone Proposal:Biometric Interaction with Cyber domains
The Topic is Biometric Interaction with Cyber domains
Description: During Week 2, each student submit a Topic/Thesis Proposal and Draft Outline. The instructor will Approve, Reject or Conditionally Approve pending further information. This exercise will be worth 10% and is necessary for the student to continue onto the paper development phase of the course.
Submission Instructions: Submit your completed paper in Word.docx format.
Grading Rubric
Major Areas to Review
Points Available
Points
Awarded
Comments
Name of Selected Topic
Sources to Consider:
Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/658/3/
Searching for Literature Reviews: Before You Write, You Have to Find: http://www.youtube.com/watch?v=3Vw1-rljpuQ
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20
Clearly define the Thesis Statement
Source to Consider:
Thesis Generator: http://corptrain.phoenix.edu/thesis_generator/thesis_generator.html
Included background information related to current research and literature review. Provided the intended reason for research (this is not a literature review–just a brief overview).
20
20
Provide a Table of Contents as outlined in Appendix 9: Sample of a Table of Contents of the Capstone Manual and further guided in the Lessons area for Week Two.
20
20
Provide at least ten scholarly articles to support selected topic in the reference area.
Sources to Consider:
What is a Scholarly Article.pdf
20
20
Writing Format:
Sources to Consider:
Writing Help: http://apus.campusguides.com/writing/thesiscapstone
Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/560/01/
VIDEO: Purdue OWL: APA Formatting – The Basics by OWLPurdue: http://www.youtube.com/watch?v=pdAfIqRt60c&list=PL8F43A67F38DE3D5D&index=1
VIDEO: Purdue OWL: APA Formatting: Reference List Basics by OWLPurdue: http://www.youtube.com/watch?v=HpAOi8-WUY4&list=PL8F43A67F38DE3D5D
VIDEO: APA Reference Lists: A More Detailed Explanation by OWLPurdue: http://www.youtube.com/watch?v=NvIe2McNbYI&list=PL8F43A67F38DE3D5D
Writing Commons: http://writingcommons.org/open-text/writing-processes/format/apa-format
Thesis Generator: http://corptrain.phoenix.edu/thesis_generator/thesis_generator.html
APA and MLA Citation Game Home Page: http://depts.washington.edu/trio/quest/citation/apa_mla_citation_game/
APA Checklist.docx
APA Quick Reference List.docx
APUS APA Style Guide.pdf
APUS Student APA Sixth Edition.pptx
10
10
Grammatical, spelling or punctuation—the writing is grammatically correct, clear and concise. The response is well formulated and easy to read and understand. Correct terminology was used when needed.
10
10
Total
100
100
End of Program
Assessment Manual for
Graduate Students
American Public University System
Charles Town, West Virginia, January 2017 Edition
i
TABLE OF CONTENTS
Contents
TABLE OF CONTENTS………………………………………………………………………………………………………………..i
Introduction…………………………………………………………………………………………………………………………… 1
EOP Assessment Alternatives…………………………………………………………………………………………………. 1
Grades………………………………………………………………………………………………………………………………….. 2
Important Notes ……………………………………………………………………………………………………………………. 2
Chapter I: Master of Arts Comprehensive Final Examination …………………………………………………….. 4
Beginning the Comprehensive Exam ………………………………………………………………………………………. 4
Comprehensive Exam Course…………………………………………………………………………………………………. 4
Taking the Exam ………………………………………………………………………………………………………………… 5
Notes: ……………………………………………………………………………………………………………………………….. 6
Proctoring……………………………………………………………………………………………………………………………… 7
Chapter II: Master’s Capstone: Thesis Option…………………………………………………………………………… 9
Beginning the Thesis Project ………………………………………………………………………………………………….. 9
Thesis Proposal…………………………………………………………………………………………………………………10
Preparing the Thesis …………………………………………………………………………………………………………….11
Notes: ………………………………………………………………………………………………………………………………11
Approval of Thesis……………………………………………………………………………………………………………..12
Submission of Final Thesis ………………………………………………………………………………………………..12
Unsuccessful Capstone Attempts ………………………………………………………………………………………….13
Second Readers………………………………………………………………………………………………………………..13
Chapter III: Master’s Capstone: Creative/Applied Project…………………………………………………………15
Beginning the Creative/Applied Project………………………………………………………………………………….15
ii
Creative/Applied Project Proposal………………………………………………………………………………………15
Completing the Creative/Applied Project………………………………………………………………………………..16
Notes: ………………………………………………………………………………………………………………………………16
Approval of Creative/Applied Project…………………………………………………………………………………..17
Submission of Creative/Applied Project Report …………………………………………………………………..17
Unsuccessful Capstone Attempts ………………………………………………………………………………………….18
Second Readers………………………………………………………………………………………………………………..18
Chapter IV: Master’s Capstone: Practicum and Critical Reflection Paper…………………………………..20
Beginning the Practicum and Critical Reflection Paper……………………………………………………………20
Practicum Proposal……………………………………………………………………………………………………………20
Completing the Practicum …………………………………………………………………………………………………….21
Notes: ………………………………………………………………………………………………………………………………21
Approval of the Practicum and Critical Reflection Paper ………………………………………………………22
Submission of Critical Reflection Paper………………………………………………………………………………23
Unsuccessful Capstone Attempts ………………………………………………………………………………………….23
Second Readers………………………………………………………………………………………………………………..24
Chapter V: Master’s Capstone: Portfolio and Critical Reflection Paper Option……………………………25
Beginning the Portfolio Option……………………………………………………………………………………………….25
Portfolio and Critical Reflection Paper ………………………………………………………………………………..25
Completing the Capstone ……………………………………………………………………………………………………..26
Notes: ………………………………………………………………………………………………………………………………26
Approval of the Portfolio and Critical Reflection Paper …………………………………………………………27
Submission of Critical Reflection Paper………………………………………………………………………………27
Unsuccessful Capstone Attempts ………………………………………………………………………………………….28
Second Readers………………………………………………………………………………………………………………..29
Chapter VI: The Responsible Conduct of Research………………………………………………………………….30
iii
Academic Dishonesty ……………………………………………………………………………………………………………30
For Comprehensive Exam Assessments ……………………………………………………………………………..30
For Capstone and Portfolio Assessments ……………………………………………………………………………30
Institutional Review Board…………………………………………………………………………………………………….31
Failure to Secure IRB approval …………………………………………………………………………………………..31
Chapter VII: University Declarations and APUS Library Registration ………………………………………….32
1. Declarations …………………………………………………………………………………………………………………….32
2. Textual Components …………………………………………………………………………………………………………33
Academic Style Manual Conformity …………………………………………………………………………………….33
3. Images and Tables……………………………………………………………………………………………………………34
Image Insert/Formats………………………………………………………………………………………………………..34
4. Video or Audio ………………………………………………………………………………………………………………….35
5. URLs/Web Addresses ……………………………………………………………………………………………………….35
6. Submission to the APUS Library…………………………………………………………………………………………35
7. Passed with Distinction (a.k.a. PWD)………………………………………………………………………………….35
Chapter VIII: Scholarly Research/Copyright Conduct ……………………………………………………………….37
1. Copyright………………………………………………………………………………………………………………………….37
Copyrighting Your Research……………………………………………………………………………………………….37
Fair Use Exemptions and Citation Responsibility …………………………………………………………………38
Copyright Permission…………………………………………………………………………………………………………38
2. University Research Policies ……………………………………………………………………………………………..39
3. Institutional Review Board…………………………………………………………………………………………………39
Appendices…………………………………………………………………………………………………………………………..41
Appendix 1: Master’s Theses…………………………………………………………………………………………………41
Appendix 2: Master’s Creative/Applied Projects……………………………………………………………………..43
Appendix 3: Master’s Practicum and Critical Reflection Papers ……………………………………………….45
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Appendix 4: Title Page (Required format for all capstone projects.)………………………………………….47
Appendix 5: Sample of Copyright Page (Required format for all capstone projects.)………………….48
Appendix 6: Sample of Dedication Page (Optional) …………………………………………………………………49
Appendix 7: Sample of Acknowledgments Page (Optional)………………………………………………………50
Appendix 8: Sample of Abstract of the Thesis (Required format for all capstone projects.)………..51
Appendix 9: Sample of a Table of Contents ……………………………………………………………………………52
Appendix 10: Sample of List of Tables……………………………………………………………………………………54
Appendix 11: Sample of List of Figures ………………………………………………………………………………….55
Appendix 12: Sample of Permission to Quote or Reproduce Copyrighted Material Letter ………….56
Appendix 13: Sample of Practicum Organizational Consent Form ……………………………………………57
Appendix 14: Critical Reflection Method Required for Completion of Practicum Paper ……………..58
Appendix 15: Sample of IRB Approval Letter ………………………………………………………………………….59
Appendix 16: Portfolio and Critical Reflection Paper……………………………………………………………….60
1
Introduction
This manual establishes the guidelines for completion of all graduate-level end of program
(EOP) graduation requirements. The intended audience for this manual is all members of the
American Public University System (APUS) academic community, including students and
faculty. While it is intended to be a comprehensive overview of the general EOP
requirements for APUS, students and faculty must follow any additional specific guidelines
within their schools. Information regarding school-specific guidelines should be available
from your supervisory professor or your program’s director.
APUS, including American Military University (AMU) and American Public University (APU),
offers several options for assessing graduate program learning outcomes. These end of
program assessments are designed to ensure APUS students have successfully met their
program objectives, and each is designed to serve a different purpose.
EOP Assessment Alternatives
EOP assessment alternatives vary by degree program and include the following:
• Comprehensive Exam
• Capstone, which includes the following variations (availability varies by degree
program):
o Research thesis
o Creative/applied project
o Practicum with critical reflection/integration paper
o Portfolio option with critical reflection paper
The Programs offer the comprehensive exam to provide a formal assessment of the program
content; this type of assessment is best suited for students who finish their formal academic
training with the completion of the Master of Arts/Master of Science program.
In programs offering the capstone thesis option, this type of research study best suits
students who anticipate seeking further professional training, such as a doctorate or a Ph.D.
Many programs in the humanities, social sciences, and STEM fields offer the
creative/applied project as a way to integrate theory with professional practice and
demonstrate mastery in the field. Some professional disciplines, such as business, may
consider the practicum as the best option to integrate experiential learning into the
curriculum. Finally, various programs will find the portfolio option appropriate as a way of
2
showcasing learning for future employers and synthesizing skills learned in the degree
program.
Note: Master’s students in the School of Education and other externally-accredited
fields may have a different set of requirements regarding end of program
assessment. Students should adhere to the requirements outlined in their programs.
Students are advised to work with their academic advisors to ensure that they take the
correct courses during their degree and to enroll in the correct program version for their
assessment preference, if available. Please be advised that some programs have only one
EOP assessment option.
Grades
Students must receive a B- (80%) or better on their comprehensive exam or their capstone
paper/project in order to graduate. Any capstone project/paper awarded a Pass With
Distinction must be reviewed and approved by the Program Director, Dean, and the office of
Graduate Studies before being included in the Digital Commons.
Important Notes
• The EOP assessment is meant to be a culminating experience, and as such, each
student should expect to demonstrate not only that they possess a thorough
knowledge of their discipline’s literature, but also that they have achieved all of the
graduate studies learning outcomes. The EOP is a unique exercise. A student’s GPA is
not a factor in how well they will perform in their end of program assessment.
Success depends on the student entering the experience fully prepared and
dedicated to completing the EOP in the allotted timeframe.
• All students are expected to adhere to the conventions of standard English grammar
and/or formal academic writing. Students who are struggling with their ability to
communicate clearly in writing are strongly encouraged to complete COLL501 or the
ClearPath COLL500 Graduate Writing modules early in their graduate studies. See
also the graduate resources in the APUS Library at Writing@APUS.
• After being checked with a plagiarism detection tool and graded by the faculty
supervising the project and upon being approved by the program directors and
school dean, all capstone projects must be submitted to the APUS Library for
archiving by the program director. The capstone and critical reflection papers
submitted must be a “clean” version of the paper. All spelling, grammar, citations,
etc. must be correct and appropriate. Instructor feedback comments should not
appear in the final version submitted to the library.
3
• Theses that receive a grade of Passed with distinction may be eligible for inclusion in
the DigitalCommons@APUS repository. For more on the Digital Commons, see
http://digitalcommons.apus.edu/faq.html.
• Critical reflection papers, while eligible for the grade of Passed with distinction, may
not be eligible to be placed in DigitalCommons@APUS due to the personalized
information that may be contained within the papers.
APUS takes academic dishonesty very seriously. Any evidence of plagiarism will result in the
student’s work being rejected, and the student will fail the EOP exercise. Engaging in
academic dishonesty and/or plagiarism will directly threaten the ability of the student to
graduate from APUS.
4
Chapter I: Master of Arts Comprehensive Final Examination
Note: Please check your academic plan to see if this option is available in your program.
The master’s comprehensive examination provides an opportunity for students to
• demonstrate they have mastered the research skills and substantive content
expected in their field of study;
• demonstrate they have familiarity with major schools of thought and principal
published works in the field; and
• culminate their graduate student experience as they complete their master’s program
and either continue or begin work in their chosen profession.
Beginning the Comprehensive Exam
The examination is tailored specifically to each graduate program and must be the last
course master’s degree students take from APUS. Thus, it can only be taken after the
student has completed all of their course work. It cannot be taken concurrently with course
work. Students must successfully complete this requirement before the award of a degree.
Students must apply for graduation and have a minimum GPA of 3.0 in order to be able to
register for the course.
Comprehensive Exam Course
The separate comprehensive examination course (eight or sixteen weeks depending upon
the program) prepares graduate students for the comprehensive examination in their area
of study. The purpose of the course is to provide a review of key concepts, theories and
knowledge, and skill sets. Some classes provide weekly assignments and discussions, while
others provide pointers regarding which materials to review and how to prepare for the
exam.
As part of the course, students may be asked to consult texts, journal articles, print and
media reports, and documentaries used in their classes. Collaboration with other students
enrolled in the course is also an essential component. Comprehensive exam courses require
students to submit answers to practice exam questions in order to become familiar with the
types of questions that may be asked during the exam. Regardless of which approach the
course takes, students are expected to participate fully in all course activities and must
meet all assigned deadlines.
Students who do not complete required course activities leading up to the exam will not be
allowed to take it. Students who fail the comprehensive exam and who have submitted all
course practice questions may be eligible to re-register for a second attempt at passing the
comprehensive exam. Any new registration requires the student re-enroll in and pay for a
5
new course. Those who do not submit all practice questions may be denied a second
attempt at the exam or may be required to take the capstone course if available.
Taking the Exam
Instructors will provide students with the exam protocols at the beginning of the course.
These protocols will provide guidance for the exam (e.g., if the exam requires a proctor,
whether it will be open or closed book, etc.). If a proctor is required, the proctor must be
approved by the instructor prior to taking the exam. The exam must take place during the
last week of the course. However, to ensure confirmation of the test date and coordination
of the password (if one is required), the exam should be scheduled no later than the seventh
week of an eight-week course or the fifteenth week of a sixteen-week course.
Exams cannot be taken prior to the final week of the course. Faculty may not arrange with
the student to grade the exam prior to the official course end date. Students will not have
their degree conferred prior to the official end of their last course, including any extensions
given. The final grade will not be awarded until after the course ends.
The instructor will grade the exam using the exam grading rubric (found under the
Resources tab in the course classroom). Students should review the rubric prior to taking
the exam. Students will answer a minimum of four essay questions that will be graded as
follows:
1. Passed with distinction: This grade is rare and is only given to a student who passes
three questions with distinction and the fourth with at least a Pass. With distinction
(PWD) means the answers clearly demonstrate an understanding of the issue beyond
what is typically expected of graduate students and are written using accepted
academic writing conventions. The numeric indicator for this classification may differ
by schools, but a Passed with distinction should mean the answer is the equivalent of
an A+ or 96 percent or above.
2. Pass: This grade is assigned for essays that meet the requirements for a graduatelevel
essay. The answers must demonstrate a clear understanding of the issue and
must be written using accepted academic writing conventions. Students who pass
three questions with at least a Pass will pass the examination. One Fail grade on the
four examination questions is allowed. A minimum of 80 percent is required to pass
the exam portion of the exam course.
3. Fail: This grade is assigned for essays that do not meet the requirements for a
graduate-level essay. This occurs when the answers fail to demonstrate a clear
understanding of the issues and/or have not been written using accepted academic
writing conventions. Students who fail two or more questions will fail the
examination.
6
Notes:
• Self-plagiarism. The student must be careful not to self-plagiarize in their exam.
Self-plagiarism is “the presentation of one’s own previously published work as new
scholarship.”1 Thus, using material from previous courses in your exam answers
equals self-plagiarism. Evidence of academic dishonesty found in a
comprehensive exam or capstone paper will result in a grade of an F for the
exam/course.
• A student who fails the examination the first time cannot receive a grade of
Passed with distinction on the second examination. The highest grade possible is
a Pass. The second examination is to be graded by a faculty member different
from the first round of testing and will include different exam questions.
• Each new attempt at a comprehensive exam or capstone requires the student
register and pay for the new course.
o If a student fails the comprehensive exam on the first attempt, and no
plagiarism is reported nor any evidence found that the student failed to
adhere to standard English academic writing protocols, the student will have
the option of registering again for a second attempt at the comprehensive
exam, or may opt to take the capstone course, if available, in lieu of their
second attempt at the comprehensive exam.
o If a student fails the comprehensive exam on the first attempt and is allowed
to retake the exam, rather than being required to take the capstone course,
the exam questions will be different, the instructor will be different, and the
student must pay for a second comprehensive exam course. The student is
expected to fully participate in all course activities in the new course.
o If the student fails the comprehensive exam on their first attempt because
they have not adhered to the conventions of standard English grammar
and/or formal academic writing, they may be required by the Associate Dean
of Graduate Studies and the dean of the student’s school to complete
COLL501 or the COLL500 Graduate Writing Modules in ClearPath, prior to
being allowed to register again for the comprehensive exam course, or may
opt to take the capstone course if available, in lieu of a second attempt at the
comprehensive exam. However, the student may still be required to complete
COLL501 or COLL500 modules prior to being allowed to take the capstone
course. See also the graduate resources in the APUS Library at Writing@APUS.
1 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American
Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.
7
o If the student fails the exam because of plagiarism, the student may be
allowed to re-take the exam at a designated exam site with a proctor. All
related expenses must be paid by the student.
o If a student has twice failed the comprehensive exam, they may be permitted,
under special circumstances, to enroll in the capstone project course for their
discipline, if available. Students who have failed the comprehensive exam
twice may appeal for this option by submitting a written appeal (which should
include the student’s plan for completing the project and that addresses all
comments from the previous two instructors) to the Associate Dean of
Graduate Studies at academicappeals@apus.edu. In order for the appeal to
be considered, the student must be prepared to enroll in the capstone course
within 180 days of the appeal approval. A student will not be given the
opportunity to take a comprehensive exam a third time.
o The student has the right to appeal issues related to the comprehensive
examination in line with the standard APUS appeals process. To appeal issues
with regard to the comprehensive examination, contact
academicappeals@apus.edu.
Proctoring
Comprehensive exams may be proctored pursuant to school and program requirements. If
the student is enrolled in a comprehensive exam course that is proctored, faculty members
will provide the following link to the APUS Web form during the first week of class:
http://www.apus.edu/proctor/select-proctor.
APUS is not responsible for finding proctors for individual students. It is the student’s
responsibility to do this and to complete the Web form process. If a student indicates on the
Web form that they cannot find a proctor, proctor monitoring staff will contact the student to
discuss possible options.
• Once the Web form is completed, the proctor monitor will be able to reach out to
assist with proctor identification and the rest of the process.
• Note: Proctor monitors have no way to contact a student who has not completed the
Web form.
The following are the requirements for proctors:
Your proctor will have overall responsibility for the security of the test administration. Your
proctor must hold either a minimum of a bachelor’s degree OR one of the following
professional positions:
8
• administrator or faculty member of any accredited institution of higher education;
• school teacher, counselor, local or regional librarian, or administrator;
• human resources manager, training manager, supervisor, or manager of higher rank;
• for military personnel: DANTES test control officer, educational services officer, base
librarian, or officer; or
• member of the clergy.
Note: Family members are not eligible to proctor your exam. Family members are defined as:
• spouse and their parents;
• sons and daughters and their spouses;
• parents and their spouses;
• brothers and sisters and their spouses;
• grandparents and grandchildren and their spouses; or
• domestic partner and their parents.
Students with questions about the process should direct them to the assigned faculty
member. If the faculty member is unable to assist, students may also contact
proctor@apus.edu.
9
Chapter II: Master’s Capstone: Thesis Option
Note: Please check your academic plan to see if this option is available in your program.
The master’s thesis provides an opportunity for students to
• Contextualize the thesis/research question by claiming its significance or centrality to
the discipline.
• Persuade a persuasive rationale for pursuing the thesis by demonstrating a research
need or gap.
• Articulate how the paper will address the key question or issue and why the approach
is novel.
• Synthesize relevant, appropriate scholarly literature to establish a theoretical
framework or central methodology.
• Create an argument that builds logically upon the thesis/hypothesis with researchbased,
discipline-appropriate supporting facts, evidence, and/or data.
• Explain the chosen methodology or theory and demonstrates mastery in
implementing this method/theory to produce original research.
• Analyze data (whether textual, statistical, qualitative, or other) and demonstrate
maturity and sophistication in interpreting, analyzing, and synthesizing information to
advance the argument.
• Provide a conclusion that summarizes findings, discusses limitations, and addresses
unanswered questions/future research directions.
Beginning the Thesis Project
The master’s capstone thesis option, must have a substantial research component, present
an original argument, use proper academic writing conventions, including carefully
documented primary and/or secondary sources, and should be at least fifty pages in length.
This page count does NOT include the front and back matter (e.g., table of contents, lists of
figures, illustrations and tables, acknowledgment and dedication pages, abstract, end notes
pages, bibliography, appendices, etc.).
Students electing this option will have three fewer graduate elective credits than those
students enrolled in a comprehensive exam program. Students enrolling in a capstone
option program will already have this difference reflected in their online academic plan. This
option is desirable for those students who wish to focus on specific subject matter or who
would like to continue their education at a higher level. Students enroll in the course
available in the given session and work with the professor on defining a thesis. Programs
often encourage or require students to gain approval for their thesis topic prior to the
capstone thesis course in order to begin preliminary research for the thesis. Students are
encouraged to reach out to program faculty or their program director to discuss thesis topics
throughout the program.
10
During thesis proposal process, the supervising professor may determine that the proposal
requires a human subject review by the APUS Institutional Review Board (IRB). If IRB review
is needed, the student will be advised by the professor to complete this process during the
initial weeks of the class. The IRB process can take up to one month to complete. Note: All
theses involving human subjects must receive IRB approval. More information about the
APUS IRB can be found at http://www.apus.edu/community-scholars/institutional-reviewboard/.
The course is tailored specifically to each graduate program and must be the last course
master’s degree students take from APUS. The capstone course may be taken only after the
completion of all coursework. That is, no concurrent coursework is permitted. Students must
successfully complete this requirement before the award of a degree. Students must also
apply for graduation and have a minimum GPA of 3.0 in order to be able to register for the
course. A passing grade for this course requires a B- (80%) or better on the thesis itself and
in the thesis course overall.
Thesis Proposal
A formal thesis proposal is required and shall be prepared in accordance with the standards
of the academic discipline. The formal proposal must provide a clear and lucid description of
a question or problem and a proposed method for answering it. Capstone thesis faculty
must approve the proposal before students move on to the next stage of the process.
The proposal should explain the question or problem to be investigated and convince the
thesis professor that the question or problem merits investigation. It should show that the
student has read the relevant and recent literature on the subject, and it should contain
citations for academically appropriate resources consulted during the preliminary stages of
research. In general, the thesis proposal should include background information related to
the research topic, purpose of the research, methodology, and analytic procedures to be
used.
Proposal drafting is considered a learning process and helps students avoid oversights and
possible mistakes. The formal proposal is generally 5-10 pages in length (title page not
included). For an overview of the required components a thesis should contain, see
Appendix 1. For further guidance on the format of the proposal, see the requirements within
the classroom.
Students are expected to work with their professors and must follow all guidance provided in
the course, including submitting all required components of the research process. Students
should not expect to submit a final product at the end of the course without having
completed each stage of the research process as outlined. Professors are not required to
accept theses that have not undergone this review process.
11
Preparing the Thesis
Thesis preparation entails a partnership between the student and professor. The student
and professor shall coordinate the process for the student to submit and receive feedback
on drafts of thesis sections. The student is also encouraged to ask other APUS faculty and
professionals and leaders in their field of study to volunteer as thesis readers and provide
feedback on drafts of thesis sections where these faculty members and professionals may
have special expertise. For example, a student’s graduate research methods instructor may
be asked for feedback on the thesis research design.
Notes:
• Self-plagiarism. The student must be careful not to self-plagiarize in their thesis. Selfplagiarism
is “the presentation of one’s own previously published work as new
scholarship.”2 Evidence of academic dishonesty found in a comprehensive exam or
capstone paper will result in a grade of an F for the exam/course.
• Thesis formatting shall be in strict accordance with the End of Program Assessment
Manual for Graduate Studies (EOP Manual) to ensure uniformity across the
university.
• The citation approach and manuscript formatting is established by the program or
school’s officially designated style manual; however, the following are required to
follow the formats shown in Appendixes 4-8.
o Title page (required; Appendix 4) 3
o University publication license /Copyright Page (required; Appendix 5)
o Dedication page (optional; Appendix 6)
o Acknowledgements page (optional; Appendix 7)
o Abstract of the thesis (required; Appendix 8)
• The Table of Contents, List of Tables, and List of Figures should be formatted
according to the program’s or school’s designated style manual with the following
exceptions (see Appendixes 9-11 for examples).
o Dot leaders (periods between words and pages) are required.
o Pages should be left justified.
o Double space between entries.
o Note: Hyperlinking to sections within the thesis can add ease to navigation.
• Style manuals are located in the APUS Library in the Writing@APUS website.
2 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American
Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.
3 This means that papers using APA formatting should not include the running head on the title page.
12
• The thesis must also follow appropriate APUS Library declarations (see
Chapter VII).
• Appropriate stylistic formatting and documentation are the student’s responsibility.
Student papers that do not follow the prescribed style rules will not be accepted and
may delay course grading as well as degree conferral.
Approval of Thesis
Once a final thesis manuscript is approved by the thesis professor, it will be graded based
on the standards in the program’s grading rubric on a categorical scale of A+ through F. A
grade of an A+ (or 96 percent and above) is the equivalent of the comprehensive exam
designation of Passed with distinction (PWD). Thus, an A+ is only given to those papers that
demonstrate excellence in originality, research, argument, and expression. Any thesis that
receives this grade must be of such high quality that it is potentially publishable in a
discipline-appropriate scholarly academic journal. Any capstone project/paper awarded a
Pass With Distinction must be reviewed and approved by the program director, school dean,
and the Office of Graduate Studies before being included in the DigitalCommons@APUS
repository.
The following signatures are required for approval on the APUS Library Capstone
Submission/Approval Form: capstone professor, program director, and academic dean.
Those programs that require a 2nd reader must include that person’s signature as well.
Submission of Final Thesis
The last step in the thesis project is to submit the final manuscript to the APUS Library. This
is done by the program director and NOT the student.
All thesis capstone papers are retained by the APUS Library. The program director must
submit the student’s paper within one month of the course completion date. The student is
responsible for ensuring that all spelling, grammar, citations, etc. are correct and
appropriate. Instructor feedback comments should not appear in the final version submitted
to the library. The student’s paper will be checked using plagiarism detection software
before submission. See also the graduate writing resources in the APUS Library at
Writing@APUS.
Exceptional works, those that received a grade of an A+, will be considered for publication by
the APUS Library in DigitalCommons@APUS as an example of a capstone project that meets
the highest level of distinction.
In order to have your paper considered for inclusion, the paper must:
• have received a grade of A+ (i.e., equivalent of a Passed with distinction);
13
• have been recommended and approved by the instructor, the program director, the
school dean, and the Office of Graduate Studies;
• include the Institutional Review Board (IRB) authorization documentation, if
appropriate; and
• have met the publication guidelines of the APUS Library.
Unsuccessful Capstone Attempts
Students who have not successfully completed their capstone project during the period
allowed for the capstone course may be allowed one extension opportunity to complete the
requirement. This will only be allowed if the student has made significant progress on the
thesis. Students who are permitted this opportunity will temporarily be issued an incomplete
for the course and be allowed a 30-day extension to meet the requirements as outlined by
the advisor.
In order for students to be permitted any additional extensions on their original capstone
course the faculty member must forward all second extension requests in the capstone
course to academicappeals@apus.edu. The extension request will be reviewed by a
committee of two that includes the dean of the student’s school and the Associate Dean of
Graduate Studies. In the event the student fails to meet the extension deadlines, the original
capstone course grade will either remain as a failing grade or as a withdrawal, depending
upon the documentation a student is able to submit.
If a student has failed the capstone, and it is determined to be caused by the student’s
inability to use proper academic writing conventions, the student may be required to
complete COLL501 or the ClearPath COLL500 Graduate Writing modules prior to enrolling in
a final attempt at the capstone course. See also the graduate resources in the APUS Library
at Writing@APUS.
Note: Each new attempt at a comprehensive exam or capstone requires the student register
and pay for the new course.
The student has the right to appeal issues related to the capstone process in line with the
standard APUS appeals process by contacting academicappeals@apus.edu.
Second Readers
Some programs require second readers for the thesis. The second reader will be chosen by
the program director or school dean. The task of the second reader is to review the thesis
using the program-approved rubric. The second reader will independently grade the work.
Once the second reader has received the thesis, they have one week to review and respond
14
to the thesis advisor. If the second reader’s evaluation does not concur with that of the
thesis advisor, the paper will go to the appropriate program director or school dean to issue
a decision about the final grade.
15
Chapter III: Master’s Capstone: Creative/Applied Project
Note: Please check your academic plan to see if this option is available in your program.
The master’s creative/applied project provides an opportunity for students to
• Create a discrete project, paper, exhibit, performance or other appropriate task
reflecting integration of knowledge acquired in academic and professional activities .
• Identify an appropriate problem, issue, or question within the practice or application
of the discipline.
• Analyze current tools available to solve the problem or improve professional practice,
comparing and contrasting to identify benefits and issues.
• Justify the tool or process selected to address the problem, with support from the
academic and professional literature.
• Contextualize and apply the chosen tool or process within professional practice.
• Analyze the effectiveness and efficiency of the chosen tool or technique, and discuss
other possible ways the problem could have been solved.
• Evaluate how this method of solving the problem will benefit others.
Beginning the Creative/Applied Project
The course is tailored specifically to each graduate program and must be the last course
master’s degree students take from APUS. The capstone course may be taken only after the
completion of all coursework. That is, no concurrent coursework is permitted. Students must
successfully complete this requirement before the award of a degree. Students must apply
for graduation and have a minimum GPA of 3.0 in order to be able to register for the course.
Creative/Applied Project Proposal
A formal creative/applied project proposal is required and shall be prepared in accordance
with the standards of the academic discipline. The formal proposal must provide a clear and
lucid description of a creative/applied project and must include a discussion of how that
project is situated within the discipline. The proposal should explain the goal and intent of
the project and convince the professor that the project fits within the discipline, can be
completed in the allotted time, and comports with discipline standards. Please see the
specific guidelines provided in your capstone course.
Proposal drafting is considered a learning process and helps the student avoid oversights
and possible mistakes. It should show that the student has read the relevant and recent
literature on the subject, and it should contain a list of materials consulted during the
preliminary stages of research.
In general, the creative/applied project proposal should include background information
related to the project topic, the purpose of the project, and investigatory procedures to be
used. The formal proposal is generally 5-10 pages (title page not included). For further
16
guidance on the format of the proposal see requirements within the classroom. An overview
of the required components of master’s creative/applied project can be found in Appendix
2. Professors are not required to accept work that has not undergone this review process.
Completing the Creative/Applied Project
Creative/applied project preparation entails a partnership between the student and the
professor who is responsible for directing the intellectual content and activities of the
project. The student and professor shall coordinate the process for the student to submit
and receive feedback on project activities. The student also is encouraged to ask other
APUS faculty and professionals and leaders in their field of study to volunteer to observe and
provide feedback on project activities where these faculty members and professionals may
have special expertise.
Notes:
• Self-plagiarism. The student must be careful not to self-plagiarize in their project.
Self-plagiarism is “the presentation of one’s own previously published work as new
scholarship.”4 Evidence of academic dishonesty found in a comprehensive exam or
capstone paper will result in a grade of an F for the exam/course.
• Creative/applied project length and depth shall be in accordance with disciplinary
standards and should demonstrate high-level synthesis and evaluation of program
content.
• Formatting shall be in strict accordance with the End of Program Assessment Manual
for Graduate Studies (EOP Manual) to ensure uniformity across the university.
• The citation approach and manuscript formatting is established by the program or
school’s officially designated style manual; however, the following are required to
follow the formats shown in Appendixes 4-8.
o Title page (required; Appendix 4) 5
o University publication license /Copyright Page (required; Appendix 5)
o Dedication page (optional; Appendix 6)
o Acknowledgements page (optional; Appendix 7)
o Abstract of the thesis (required; Appendix 8)
• The Table of Contents, List of Tables, and List of Figures should be formatted
according to the program’s or school’s designated style manual with the following
exceptions (see Appendixes 9-11 for examples).
4 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American
Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.
5 This means that papers using APA formatting should not include the running head on the title page.
17
o Dot leaders (periods between words and pages) are required.
o Pages should be left justified.
o Double space between entries.
o Note: Hyperlinking to sections within the project can add ease to navigation.
• Style manuals are located in the APUS Library in the Writing@APUS website.
• The project must also follow appropriate APUS Library declarations (see Chapter VII).
• Appropriate stylistic formatting and documentation are the student’s responsibility.
Student papers that do not follow the prescribed style rules will not be accepted.
Approval of Creative/Applied Project
Once a final project manuscript is approved by the capstone professor, the creative/applied
project will be graded based on the standards in the creative/applied project rubric on a
categorical scale of grades A+ through F. A grade of an A+ (or 96 percent) is the equivalent
of the comprehensive exam designation of Passed with distinction (PWD). Thus, an A+ is
only given to those works that demonstrate excellence in originality, research, argument,
and/or expression. The creative/applied project that receives this grade must be of such
high quality that it is potentially publishable in a discipline-appropriate academic journal. All
PWD papers must be reviewed and approved by the program director, school dean, and the
Office of Graduate Studies. A passing grade for this course requires a B (80%) or better on
the capstone project itself as well as in the capstone course.
The following signatures are required for approval on the APUS Library Capstone
Submission/Approval Form: capstone professor, program director, and academic dean.
Those programs that require a 2nd reader must include that person’s signature as well.
Submission of Creative/Applied Project Report
The last step in the project is to submit the final manuscript to the APUS Library. This is done
by the program director and NOT the student.
All capstone papers are retained by the APUS Library. The program director must submit the
student’s paper within one month of the course completion date. The student is responsible
for ensuring that all spelling, grammar, citations, etc. are correct and appropriate. Instructor
feedback comments should not appear in the final version submitted to the APUS Library.
The student’s paper will be checked using a plagiarism detection tool before submission.
See also the graduate writing resources in the APUS Library at Writing@APUS.
Exceptional works, those that received a grade of an A+, will be considered for publication by
the APUS Library in DigitalCommons@APUS as an example of a capstone project that meets
the highest level of distinction.
In order to have your project considered for inclusion, the project must:
18
• have received a grade of A+ (i.e., equivalent of a Passed with distinction);
• have been recommended and approved by the instructor, the program director, the
school dean, and the Office of Graduate Studies;
• include the Institutional Review Board (IRB) authorization documentation, if
appropriate; and
• have met the publication guidelines of the APUS Library.
Unsuccessful Capstone Attempts
Students who have not successfully completed their capstone project during the period
allowed for the capstone course may be allowed one extension opportunity to complete the
requirement. However, students must have made significant progress on their capstone
paper in order for the extension to be granted. Students who are permitted this opportunity
will temporarily be issued an incomplete for the course and be allowed a 30-day extension
to meet the requirements as outlined by the advisor.
In order for students to be permitted any additional extensions on their original capstone
course the faculty member must forward all second extension requests in the capstone
course to academicappeals@apus.edu. The extension request will be reviewed by a
committee of two that includes the dean of the student’s school and the Associate Dean of
Graduate Studies. In the event the students fails to meet the extension deadlines, the
original capstone course grade will either remain as a failing grade, or as a withdrawal,
depending upon the documentation a student is able to submit.
If a student has failed the capstone, and it is determined to be caused by the student’s
inability to use proper academic writing conventions, the student may be required to
complete COLL501 or the ClearPath COLL500 Graduate Writing modules prior to enrolling in
a final attempt at the capstone course. See also the graduate writing resources in the APUS
Library at Writing@APUS.
Note: Each new attempt at a comprehensive exam or capstone requires the student register
and pay for the new course.
The student has the right to appeal issues related to the comprehensive examination in line
with the standard APUS appeals process by contacting academicappeals@apus.edu.
Second Readers
Some programs require second readers for the capstone. The second reader will be chosen
by the program director or school dean. The task of the second reader is to review the
19
capstone using the program-approved rubric. The second reader will independently grade
the work. Once the second reader has received the capstone, they have one week to review
and respond to the capstone advisor. If the second reader’s evaluation does not concur with
the capstone advisor, the paper will go to the appropriate program director or school dean to
issue a decision about the final grade.
20
Chapter IV: Master’s Capstone: Practicum and Critical Reflection Paper
Note: Please check your academic plan to see if this option is available in your program.
The master’s practicum and critical reflection paper provide an opportunity for students to
• obtain experience in a focused area or discipline;
• critically reflect on work experience in light of theory learned in class;
• demonstrate mastery of the skills required of professionals in their discipline; and
• culminate their graduate student experience as they complete their master’s program
and either continue or begin working in their chosen profession.
Beginning the Practicum and Critical Reflection Paper
The course is tailored specifically to each graduate program and must be the last course
master’s degree students take from APUS. The capstone course may be taken only after the
completion of all coursework. That is, no concurrent coursework is permitted. Students must
successfully complete this requirement before the award of a degree. Students must apply
for graduation and have a minimum GPA of 3.0 in order to be able to register for the course.
Practicum Proposal
A formal practicum proposal is required and shall be prepared in accordance with the
standards of the academic discipline. The formal proposal must provide a clear and lucid
description of the practicum including the location or organization in which the practicum
will be completed, a description of the 160 hours of work required to complete the
practicum, the schedule and objectives for the work to be completed, and the name and title
of the supervising staff member at the organization. In addition, the students will need to
describe how completing this practicum is consistent with their course of study and
articulate the objectives they hope to achieve through the completion of this practicum.
The proposal should explain the objectives to be learned and convince the practicum
professor that the proposed practicum merits application and integration of learning for the
student and specified degree. It should show that the student has read the relevant and
recent literature related to the practicum selection, and it should contain a list of materials
consulted during the preliminary stages as part of the rationale for doing the practicum in
the identified organization.
In general, the practicum proposal should include background information related to the
learning objectives, identification, selection, and background of the organization and work to
be completed, purpose of the practicum, and critical reflection process procedures to be
used during it. The formal proposal is generally 5-10 pages (title page not included).
Proposal drafting is considered a learning process and helps the students avoid oversights
21
and possible mistakes. For further guidance on the format of the proposal see requirements
within the classroom. An overview of the required components of a master’s practicum
paper can be found in Appendix 3.
Completing the Practicum
Practicum preparation entails a partnership between the student, an outside organization,
and a supervising professor who is responsible for directing the intellectual content and
activities of the practicum. One hundred sixty on-site hours are required for successful
completion of the practicum. The practicum may not be completed in the student’s current
reporting structure at work, and it is preferred that it be completed at an organization other
than the student’s current place of employment.
Selecting an appropriate mentor in the workplace who will support the learning of the
student in this process is critical to the successful completion of the practicum. The
professor will provide guidelines for selecting a mentor and the mentor’s role in the
practicum.
Students are required to keep a log or journal during the practicum and to write a critical
reflection paper on this experience. The integration paper is generally between 25 and 30
pages and follows a method similar to David Kolb’s experiential learning style as the basis
and method for writing the paper. Please see the specific guidelines in your practicum
course.
Completion of the reflection paper and formatting shall be directed by the professor. The
student and professor shall coordinate the process for the student to submit and receive
feedback on practicum activities and the critical reflection paper.
The student also is required to obtain the mentor (see above) who will provide feedback on
practicum activities. Outside faculty and other professionals’ opinions and feedback also
may be sought, especially where faculty members and professionals have special expertise.
Before consulting outside sources, be sure to consult your course instructor.
Notes:
• Self-plagiarism. The student must be careful not to self-plagiarize in their paper. Selfplagiarism
is “the presentation of one’s own previously published work as new
scholarship.”6 Evidence of academic dishonesty found in a comprehensive exam or
capstone paper will result in a grade of an F for the exam/course.
6 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American
Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.
22
• The paper’s length and depth shall be in accordance with disciplinary standards;
please see specific guidelines in your program.
• Formatting shall be in strict accordance with the End of Program Assessment Manual
for Graduate Studies to ensure uniformity across the university.
• The citation approach and manuscript formatting is established by the program or
school’s officially designated style manual; however, the following are required to
follow the formats shown in Appendixes 4-8.
o Title page (required; Appendix 4) 7
o University publication license /Copyright Page (required; Appendix 5)
o Dedication page (optional; Appendix 6)
o Acknowledgements page (optional; Appendix 7)
o Abstract of the thesis (required; Appendix 8)
• The Table of Contents, List of Tables, and List of Figures should be formatted
according to the program’s or school’s designated style manual with the following
exceptions (see Appendixes 9-11 for examples).
o Dot leaders (periods between words and pages) are required.
o Pages should be left justified.
o Double space between entries.
o Note: Hyperlinking to sections within the thesis can add ease to navigation.
• Style manuals are located in the APUS Library in the Writing@APUS website.
• The thesis must also follow appropriate APUS Library declarations (see
Chapter VII).
• Appropriate stylistic formatting and documentation are the student’s responsibility.
Student papers that do not follow the prescribed style rules will not be accepted.
Approval of the Practicum and Critical Reflection Paper
Once a final critical reflection paper is approved by the professor, final grading for the
practicums and the critical reflection paper will be based on the standards in the APUS
practicum and critical reflection rubric on a categorical scale of A+ through F. A grade of an
A+ is the equivalent of the comprehensive exam designation of Passed with distinction
(PWD). Thus, a grade of an A+ is only given to those projects that demonstrate excellence
and are of the highest quality. The project that receives this grade must be of such high
quality that it is potentially publishable in a discipline-appropriate scholarly academic
journal. A passing grade for this course requires a B- (80%) or better on the capstone paper
itself as well as in the capstone course.
7 This means that papers using APA formatting should not include the running head on the title page.
23
The following signatures are required for approval on the APUS Library Capstone
Submission/Approval Form: capstone professor, program director, and academic dean.
Those programs that require a 2nd reader must include that person’s signature as well.
Submission of Critical Reflection Paper
The final step in the project is to submit the final manuscript to the APUS Library, which is
done by the program director and NOT the student.
All capstone papers are retained by the APUS Library. The program director must submit the
student’s paper within one month of the course completion date. All spelling, grammar,
citations, etc. must be correct and appropriate. Instructor feedback comments should not
appear in the final version submitted to the library. The student’s paper must be checked by
the plagiarism detection tool before submission.
Exceptional works, those that received a grade of an A+, will be considered for publication by
the APUS Library in DigitalCommons@APUS as an example of a capstone project that meets
the highest level of distinction.
Critical reflection papers, while eligible for the grade of Passed with distinction may not be
eligible to be placed in DigitalCommons@APUS due to the personalized information that may
be contained within the papers. The final decision for placement in DigitalCommons@APUS
will be made by the program director, school dean, and Office of Graduate Studies.
• have received a grade of A+ (i.e., equivalent of a Passed with distinction);
• have been recommended and approved by the instructor, the program director the
school dean and the Office of Graduate Studies;
• include the Institutional Review Board (IRB) authorization documentation, if
appropriate; and
• have met the publication guidelines of the APUS Library.
Unsuccessful Capstone Attempts
Students who have not successfully completed their capstone project during the period
allowed for the capstone course may be allowed one extension opportunity to complete the
requirement. However, significant progress must have been made on the capstone paper in
order for the extension to be granted. Students who are permitted this opportunity will
temporarily be issued an incomplete for the course and be allowed a 30-day extension to
meet the requirements as outlined by the advisor.
In order for students to be permitted any additional extensions on their original capstone
course the faculty member must forward all second extension requests in the capstone
course to academicappeals@apus.edu. The extension request will be reviewed by a
24
committee of two that includes the dean of the student’s school and the Associate Dean of
Graduate Studies. In the event the students fails to meet the extension deadlines, the
original capstone course grade will either remain as a failing grade, or as a withdrawal,
depending upon the documentation a student is able to submit.
If a student has failed the capstone, and it is determined to be caused by the student’s
inability to use proper academic writing conventions, the student may be required to
complete COLL501 or the ClearPath COLL500 Graduate Writing modules prior to enrolling in
a final attempt at the capstone course. See also the graduate resources in the APUS Library
at Writing@APUS.
Note: Each new attempt at a comprehensive exam or capstone requires the student register
and pay for the new course.
The student has the right to appeal issues related to the comprehensive examination or
capstone in line with the standard APUS appeals process by contacting
academicappeals@apus.edu.
Second Readers
Some programs require second readers for the capstone. The second reader will be chosen
by the program director or school dean. The task of the second reader is to review the
capstone using the program-approved rubric. The second reader will independently grade
the work. Once the second reader has received the capstone, they have one week to review
and respond to the capstone advisor. If the second reader’s evaluation does not concur with
the capstone advisor, the paper will go to the appropriate program director or school dean to
issue a decision about the final grade.
In the event of a failing grade, the rubric must be provided to the program director who will
appoint a second reader to review the work.
25
Chapter V: Master’s Capstone: Portfolio and Critical Reflection Paper
Option
Note: Please check your academic plan to see if this option is available in your program.
The master’s portfolio option provides an opportunity for students to
• demonstrate a mastery of the area or discipline of their study;
• critically reflect on the learning that has occurred during their study;
• apply theory learned in class to real world situations and scenarios;
• demonstrate mastery of the skills required of professionals in their discipline; and
• culminate their graduate student experience as they complete their master’s program
and either continue or begin working in their chosen profession.
Beginning the Portfolio Option
The course is tailored specifically to each graduate program and must be the last course
master’s degree students take from APUS. The capstone course may be taken only after the
completion of all coursework. That is, no concurrent coursework is permitted. Students must
successfully complete this requirement before the award of a degree. Students must apply
for graduation and have a minimum GPA of 3.0 in order to be able to register for the course.
Portfolio and Critical Reflection Paper
Each program specifies the artifacts that make up the portfolio. Students are expected to
retain these artifacts as they progress through their program and may be asked to submit
these artifacts into a portfolio portal throughout the program. The portfolio contains a
substantive analysis that contextualizes each artifact, articulates how the artifact
demonstrates mastery of the learning outcome, and evaluates the student’s intellectual
growth through the program.
Students are encouraged to keep a log or journal and to retain all forums and assignments
submitted during their course of study at APUS. This will help the student when they have to
write a critical reflection paper on their learning experience.
The final capstone course provides the opportunity for students to demonstrate through
their critical reflection paper that they have met the program learning outcomes and to
showcase skills for future employers. This will entail critique of the various artifacts as well
as application of critical discipline theory. The capstone course may also ask students to
revise, update, or modify previously-submitted artifacts to show intellectual growth
throughout the program. The critical reflection paper should also show that the student can
apply relevant and recent literature to the artifacts and program objectives, and it should
contain a bibliography of sources consulted. It should be roughly 50 pages (not including
26
front and back matter). An overview of the required components of a Master Critical
Reflection paper can be found in Appendix 16.
Completing the Capstone
Portfolio preparation entails a partnership between the student and the supervising
professor who is responsible for directing the intellectual content and activities of the
portfolio.
Completion of the reflection paper and formatting shall be directed by the professor. The
student and professor shall coordinate the process for the student to submit and receive
feedback on practicum activities and the critical reflection paper.
Notes:
• Self-plagiarism. The student must be careful not to self-plagiarize in their paper. Selfplagiarism
is “the presentation of one’s own previously published work as new
scholarship.”8 Evidence of academic dishonesty found in a comprehensive exam or
capstone paper will result in a grade of an F for the exam/course.
• The paper’s length and depth shall be in accordance with disciplinary standards.
• Formatting shall be in strict accordance with the End of Program Assessment Manual
for Graduate Studies to ensure uniformity across the university.
• The citation approach and manuscript formatting is established by the program or
school’s officially designated style manual; however, the following are required to
follow the formats shown in Appendixes 4-8.
o Title page (required; Appendix 4) 9
o University publication license /Copyright Page (required; Appendix 5)
o Dedication page (optional;; Appendix 6)
o Acknowledgements page (optional; Appendix 7)
o Abstract of the thesis (required; Appendix 8)
• The Table of Contents, List of Tables, and List of Figures should be formatted
according to the program’s or school’s designated style manual with the following
exceptions (see Appendixes 9-11 for examples).
o Dot leaders (periods between words and pages) are required.
o Pages should be left justified.
o Double space between entries.
8 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American
Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.
9 This means that papers using APA formatting should not include the running head on the title page.
27
• Note: Hyperlinking to sections within the paper can add ease to navigation.
• Style manuals are located in the APUS Library in the Writing@APUS website.
• The paper must also follow appropriate APUS Library declarations (see
Chapter VII).
• Appropriate stylistic formatting and documentation are the student’s responsibility.
Student papers that do not follow the prescribed style rules will not be accepted.
Approval of the Portfolio and Critical Reflection Paper
Once a final critical reflection paper is approved by the professor, final grading for the
portfolio and the critical reflection paper will be based on the standards in the APUS portfolio
and critical reflection rubric on a categorical scale of A+ through F. A grade of an A+ is the
equivalent of the comprehensive exam designation of Passed with Distinction (PWD). Thus,
a grade of an A+ is only given to those projects that demonstrate excellence and are of the
highest quality. The project that receives this grade must be of high quality. Because of the
potential sensitive personal information contained in the critical reflection paper for the
portfolio, PWD papers may not be eligible for inclusion in DigitalCommons@APUS. A passing
grade for this course requires a B- (80%) or better on the capstone paper as well as the
capstone course itself.
The following signatures are required for approval on the APUS Library Capstone
Submission/Approval Form: capstone professor, program director, and school dean. Those
programs that require a 2nd reader must include that person’s signature as well.
Submission of Critical Reflection Paper
The final step in the project is to submit the final manuscript to the APUS Library, which is
done by the program director and NOT the student.
All capstone papers are retained by the APUS Library. Program directors must submit the
student’s paper within one month of the course completion date. The student is responsible
for ensuring that all spelling, grammar, citations, etc. are correct and appropriate. Instructor
feedback comments should not appear in the final version submitted to the library. The
student’s paper will be checked using a plagiarism detection tool before submission. See
also the graduate resources in the APUS Library at Writing@APUS.
Exceptional works, those that received a grade of an A+, will be considered for publication by
the APUS Library in DigitalCommons@APUS as an example of a capstone project that meets
the highest level of distinction.
Critical reflection papers, while eligible for the grade of Passed with distinction, may not be
eligible to be placed in DigitalCommons@APUS due to the personalized information that may
28
be contained within the papers. The final decision for placement in DigitalCommons@APUS
will be made by the program director, school dean and the Office of Graduate Studies.
In order to have your paper considered for inclusion, the paper must:
• have received a grade of A+ (i.e., equivalent of a Passed with distinction);
• have been recommended and approved by the instructor, the program director, the
school dean, and the Office of Graduate Studies;
• include the Institutional Review Board (IRB) authorization documentation, if
appropriate; and
• have met the publication guidelines of the APUS Library.
Unsuccessful Capstone Attempts
Students who have not successfully completed their capstone project during the period
allowed for the capstone course may be allowed one extension opportunity to complete the
requirement. However, the student must have made significant progress on the paper in
order to be granted the extension. Students who are permitted this opportunity will
temporarily be issued an incomplete for the course and be allowed a 30-day extension to
meet the requirements as outlined by the advisor.
In order for students to be permitted any additional extensions on their original capstone
course the faculty member must forward all second extension requests in the capstone
course to academicappeals@apus.edu. The extension request will be reviewed by a
committee of two that includes the dean of the student’s school and the Associate Dean of
Graduate Studies. In the event the students fails to meet the extension deadlines, the
original capstone course grade will either remain as a failing grade, or as a withdrawal,
depending upon the documentation a student is able to submit.
If a student has failed the capstone, and it is determined to be caused by the student’s
inability to use proper academic writing conventions, the student may be required to
complete COLL501 or the ClearPath COLL500 Graduate Writing modules prior to enrolling in
a final attempt at the capstone course. See also the graduate resources in the APUS Library
at Writing@APUS.
Note: Each new attempt at a comprehensive exam or capstone requires the student register
and pay for the new course.
The student has the right to appeal issues related to the capstone in line with the standard
APUS appeals process by contacting academicappeals@apus.edu.
29
Second Readers
Some programs require second readers for the capstone. The second reader will be chosen
by the program director or school dean. The task of the second reader is to review the
capstone using the program-approved rubric. The second reader will independently grade
the work. Once the second reader has received the capstone, they have one week to review
and respond to the capstone advisor. If the second reader’s evaluation does not concur with
the capstone advisor, the paper will go to the appropriate program director or school dean to
issue a decision about the final grade.
In the event of a failing grade, the rubric must be provided to the program director who will
appoint a second reader to review the work.
30
Chapter VI: The Responsible Conduct of Research
Academic Dishonesty
Evidence of academic dishonesty found in a comprehensive exam or capstone paper will
result in a grade of an F for the exam/course. If evidence of academic dishonesty is present,
options for the student include:
For Comprehensive Exam Assessments
• Accepting the grade and not receiving the degree. A letter of academic completion
may be provided, but a degree will not be conferred.
• Upon approval of the Associate Dean of Graduate Studies, retaking the exam at an
APUS site (Charles Town, West Virginia, Manassas, Virginia, or location where an
education coordinator is assigned; the student will be supervised by an advisor,
program manager or Marketing site representative) on an APUS laptop computer
disconnected from the Internet. The exam questions will be different from those on
the previous exam and this exam will be graded by a different professor from the first
exam attempt. The student must pass this second exam to have their degree
conferred. The student will not be eligible for a Passed with distinction grade on any
second attempt, and will not be eligible for Honors at graduation, regardless of GPA.
The student must pay to retake the exam.
For Capstone and Portfolio Assessments
• Accepting the grade and not receiving the degree. A letter of academic completion
may be provided, but a degree will not be conferred.
• The student may be given the option (program dependent) to take the
comprehensive exam instead; however, the retake is subject to the same rules as
noted above.
• Upon appeal approval by the Associate Dean of Graduate Studies, the student may
be allowed, at their own expense, to retake the entire capstone course. However, the
plagiarism incident will still be recorded by the Registrar and the student will not be
eligible for honors at graduation regardless of GPA.
Any additional incidents of academic dishonesty on the EOP requirement will result in the
student being expelled.
For appeals to retake a comprehensive exam or capstone after a reported incident of
academic dishonesty, contact the Associate Dean of Graduate Studies at
academicappeals@apus.edu.
31
Note: Any evidence of academic dishonesty found in work produced in a student’s end of
program comprehensive exam or capstone may prompt a review of all of the student’s work
at APUS. Evidence of repeated violations of academic integrity may result in disciplinary
actions.
Institutional Review Board
APUS requires all research using human subjects undergo an IRB review, including capstone
projects or papers. More information on the IRB process can be found here:
http://www.apus.edu/community-scholars/institutional-review-board/.
Failure to Secure IRB approval
APUS is committed to the Responsible Conduct of Research (RCR). All human subjects
research conducted under the aegis of APUS must undergo review by the APUS Institutional
Review Board (IRB). All such research must follow the guidelines outlined in the IRB Manual.
Failure to follow proper IRB protocols constitutes a violation of the RCR policy. Any breach of
the APUS RCR policy is a serious violation of professional standards and will result in
sanctions. Sanctions may vary depending upon the severity of the infraction, but may
include written warning, termination, expulsion, termination of research, and/or the
destruction of research data. Actions taken by the IRB and the University also will be subject
to Federal reporting guidelines.
32
Chapter VII: University Declarations and APUS Library Registration
This section of the manual addresses those factors, along with assistance, for the use of
Microsoft Word, the university’s designated word processing software.
The APUS Library is acting in its capacity as publisher of record and regulator for scholarly
publication along with the maintenance of current Web standards. In addition to the
faculty’s responsibility for subject area competence, the APUS Library retains approval rights
for featuring capstone writing projects. Only projects that have met the standard of Passed
with distinction and have been approved are eligible for inclusion in the University’s online
publication database, DigitalCommons@APUS.
All successful capstone projects must be submitted to the APUS Library following the
guidance in this chapter.
In keeping with scholarly standards, the university demands that all textual materials be
warranted and constructed in good order, which implies writing in standard English,
checking spelling and grammar, and conforming with stylistic rules from the student’s
academic or professional program and its designated style manual (APA, Bluebook,
Chicago/Turabian, or MLA). Style manuals are located in the APUS Library in the
Writing@APUS website.
Because APUS is an online university, student work products also must be designed with
Web publication in mind. Graduate students are expected to demonstrate word-processing
skills. The resulting paper must align with Internet delivery and search engine discovery, as
well as with the World Wide Web Consortium (W3C) criteria for a semantic network and
disabled student access under Section 508.
Note: The APUS Library is committed to open access, ADA accessibility methods, and
long-term maintenance of all accepted submissions. While the library encourages the
use of images, diagrams, media files, and datasets, it does not engage in long-term
formal normalization and preservation methods for images, datasets, or media files.
1. Declarations
The author must agree to and include the following statements at the bottom of the
manuscript’s copyright page:
• University Publication License: The applicant must grant the university a nonexclusive
license to publish the submission on its website and/or in the APUS Library. Use the
following language:
33
The author hereby grants the American Public University System the right to display
these contents for educational purposes.
• Copyright Warrant: The applicant assumes responsibility for meeting the
requirements set by United States copyright law (http://www.copyright.gov/eco/).
Use the following language:
The author assumes total responsibility for meeting the requirements set by United
States copyright law for the inclusion of any materials that are not the author’s
creation or in the public domain.
See Appendix 5 for the required, correct page format for both statements.
2. Textual Components
Academic Style Manual Conformity
The citation approach and manuscript formatting is established by the program or school’s
officially designated style manual; however, the following are required to follow the formats
shown in Appendixes 4-8.
• Title page (required; Appendix 4) 10
• University publication license /Copyright Page (required; Appendix 5)
• Dedication page (optional; Appendix 6)
• Acknowledgements page (optional; Appendix 7)
• Abstract of the thesis (required; Appendix 8)
The Table of Contents, List of Tables, and List of Figures should be formatted according to
the program’s or school’s designated style manual with the following exceptions (see
Appendixes 9-11 for examples).
• Dot leaders (periods between words and pages) are required
• Pages should be left justified.
• Double space between entries.
• Note: Hyperlinking to sections within the thesis can add ease to navigation.
10 This means that papers using APA formatting should not include the running head on the title page.
34
Check the Styles Guides at the Writing@APUS website for help where the style manual is
ambiguous or clashes with Web publication methods. You may also consult with a librarian:
librarian@apus.edu.
• The APA guide, a.k.a. the Publication Manual of the American Psychological
Association, is currently available in print or Kindle format only. See the
Writing@APUS-APA resource in Writing@APUS for APA style guidance.
• The complete, official Chicago Manual of Style Online and The Bluebook Online are
provided by the APUS Library to APUS students, faculty, and staff.
• The MLA guide, a.k.a. the MLA Handbook, is currently available in print format only.
See the Writing@APUS-MLA resource in Writing@APUS for MLA style guidance.
• The Turabian guide, a.k.a. A Manual for Writers of Research Papers, Theses, and
Dissertations), is based on the Chicago Manual of Style. It is currently available in
print or Kindle and Nook format only. See the Writing@APUS-Turabian resource in
Writing@APUS for Turabian style guidance.
3. Images and Tables
All images and tables must be numbered and clearly labeled according to style manual
dictates. In addition to clarity and publication demands, this requirement helps to address
the World Wide Web Consortium’s (W3C) demands for universal access and parallel federal
requirements under Section 508 to ensure access for those with disabilities.
Image Insert/Formats
Images are normally placed within the text using the Picture command, which is found under
the Insert tab on the main toolbar. (When placed on a webpage, such materials are normally
enhanced with a description using the alt tag.) Please use common sense to describe
images (i.e., fire rescue, maps, Philadelphia). If in doubt, consult a librarian at
librarian@apus.edu for specifics and added background.
Acceptable digital formats include:
• .gif, especially appropriate for line drawings and graphs;
• .jpg/.jpeg, the overall default format and the dominant style for mounting pictures on
the Web;
• .png, Microsoft’s image format that works with most Web browsers; and
• .tif/.tiff, the archival standard for preservation purposes that also produces extremely
large files.
35
4. Video or Audio
Those seeking to submit digital audio or video files may utilize MP3 (audio) or MP4 (video)
formats. File-size considerations should be kept in mind, and if the file is prohibitively large,
a version without video inserts should be provided with the video and audio files provided as
external files and references. These areas contain rapidly changing archival standards and
normally require specialized formatting with Codecs (compression schemes) for
presentation on the Web. In general, the applicant should expect to
• include identifying metadata within the file(s); and
• include a textual equivalent (transcript) to meet universal access/Section 504
compliance.
With respect to submission to the APUS Library, if there are questions regarding the proper
submission of supplemental digital audio or video files, contact ThesisInfo@apus.edu.
5. URLs/Web Addresses
When noting a URL or Web address, the default format should be that of the style manual of
your program. Note: Word will automatically embed the codes to link directly to the
resources. Citations to permanent or persistent links are preferred (i.e., DOI: Digital Object
Identifier). Do not use link-abbreviating tools (i.e., TinyURL, etc.).
6. Submission to the APUS Library
The final step in the project is to submit the final manuscript to the APUS Library, which is
done by the program director and NOT the student. The APUS Library serves as the
repository for all thesis/capstone papers. Without exception, all passing graduate capstone
papers must be submitted to the APUS Library where they will be retained in the University’s
digital archive.
Papers submitted to the APUS Library by the student will not be accepted. The student
should contact their capstone advisor concerning submission on their behalf. The program
director or school dean is to submit the capstone documents.
7. Passed with Distinction (a.k.a. PWD)
The student’s capstone professor and program director are responsible for determining if
the capstone project meets the criteria for Passed with distinction and is therefore eligible
for consideration to be published in DigitalCommons@APUS. Only projects that have met the
standard of Passed with distinction, have been approved by the Assistant Provost and
36
Associate Dean of Graduate Studies, and have met the publication guidelines set by the
APUS Library are eligible for inclusion.
Papers accepted for publication by the APUS Library will be posted publically on
DigitalCommons@APUS with an active link to a PDF version of the paper.
37
Chapter VIII: Scholarly Research/Copyright Conduct
For quality assurance and approval, a condition of publication is that the capstone advisor
agrees to have their name displayed next to the master’s capstone student-author. There
will be no exceptions. All capstone projects awarded an A+ will be considered for publication
by the APUS Library in DigitalCommons@APUS as an example of a capstone project that
meets the highest level of distinction.
Note: Critical reflection papers, while eligible for the grade of Passed with distinction, may
not be eligible to be placed in DigitalCommons@APUS due to the personalized information
that may be contained within the papers. The final decision for placement in
DigitalCommons@APUS will be made by the Assistant Provost and Associate Dean of
Graduate Studies.
1. Copyright
Copyright concerns focus primarily on copyright law both for registering intellectual property
and keeping to scholarly standards, especially the avoidance of plagiarism. In legal terms,
the United States is a signatory of the international Berne Convention for the Protection of
Literary and Artistic Works (http://www.wipo.int/treaties/en/ip/berne/index.html). More
importantly, internal enforcement is codified under Title 17 of the 1976 Copyright Act as
amended. The Librarian of Congress is the officially designated interpreter of the act, which
also is subject to decisions in the federal court system (See U.S. Copyright Office,
http://www.copyright.gov).
Note: Foreign copyrights are valid in the U.S. Material published outside the U.S. and
may not have clear-cut rules. Some authorities advise that it is not safe to assume a
foreign work copyrighted in the last two hundred years is in the public domain.
Copyrighting Your Research
Under the Berne Convention, original intellectual contributions are automatically copyrighted
when captured in a fixed medium, such as in print or a video. Under U.S. copyright law,
copyright for works created after January 1, 1978 normally extend for the life of the author
plus 70 years. The creator also may choose to formally register copyright status. Registration
is a legal formality that makes a public record of the exact details of a copyright claim. It is
necessary in order to bring suit against an infringer for damages. Registration can be done
online through the Electronic Copyright Office (http://www.copyright.gov/eco), as well as by
mail and in person. It requires three elements:
• completed registration form
• nonrefundable fee
38
• nonreturnable deposit copy
Fair Use Exemptions and Citation Responsibility
Copyright law balances between guaranteeing the creator appropriate recompense and the
public good. Materials are either in the public domain or under copyright. Anything published
by the government or before 1923 is normally in the public domain and may be freely used.
At this time, assume that anything else is covered by copyright—especially if it displays the
international copyright sign: ©.
Normally, students have no problem directly quoting reasonable amounts of material within
their narratives. The 1976 Copyright Act has even included exemptions for educational
purposes under the doctrine of fair use. The main test is one of substantiality. The amount
of material that may be freely quoted depends on the size and nature of its context. Feel
free to use a full page or even excerpts that total a chapter from a substantial book. Yet, an
entire poem or substantial excerpts from a short story may be too big and require
permission. Consult with librarians at librarian@apus.edu in the APUS Library for specific
guidance.
Similarly, media (images, video, audio, and datasets) should be utilized with the copyright
holder’s permission or, if not possible, judiciously and with evidence of obtaining the media
creator’s permission. Papers submitted without proper permissions will not be featured by
the library. Questions regarding copyright guidance can be sent to copyright@apus.edu.
Please consult with librarians in the APUS Library ahead of time as much as possible if your
research involves significant amounts of copyrighted media.
More importantly, university policy mandates that students must be aware of the crucial
importance of attribution for direct quotations, paraphrases, or the source of ideas that are
used in their manuscripts. Graduate-level papers are intended to share within a discipline
and build on the work of its scholars. The general rule is, when in doubt, cite. Check the
appropriate style manual of your program for details.
Copyright Permission
Although rarely needed, students may be responsible for securing copyright releases for
substantial use of a copyrighted item. Permission also may be required as a courtesy for the
use of materials from certain private collections and museums without respect to copyright.
Any letter(s) of permission become part of the appendices in the submission (see Appendix
12 for a sample permission letter). Information about obtaining permission can be found
http://www.copyright.gov/help/faq/faq-fairuse.html#permission.
39
2. University Research Policies
Misconduct in research implies the intent to deceive or defraud; it extends to the
mistreatment of animals and human subjects. Misconduct includes, but is not limited to,
fabrication of or employment of spurious data, purposeful omission of any conflicting data,
deceptively selective reporting, misappropriation of intellectual property, and cases of
frivolous accusations. It does not include honest error or honest differences in interpretation
or judgments of data.
Student research misconduct resulting from regular course assignments that are not
published for public scrutiny remains under the purview of the instructor and is not subject
to these protocols. Other common forms of misconduct covered by these protocols are
defined as follows.
• Falsification of data is deliberately changing any form of evidence in such a way that
it substantially affects its usefulness.
• Plagiarism is deliberately appropriating the writing or recorded work of another
without their consent or improperly documenting for one’s own benefit.
• Conflict of interest occurs when an individual serves or represents two distinct
entities and neglects or breaches a duty to one entity to benefit the other or when a
person uses their position with one entity to advance a personal gain or the gain of
another entity.
• Fraud and misrepresentation are deliberate attempts to deceive others to secure
unlawful or unfair advantage. This category of misconduct includes providing false or
misleading information to or intentionally deceiving coauthors, granting agencies,
editors, or other interested parties regarding the results or the status of a research
project.
• Noncompliance is failing to comply with the published regulations of federal
agencies, state agencies, the university, or granting agencies that support an
individual’s research.
• Misappropriation of research funds is any deliberate act or omission in the handling
of research funds that violates university policy, or the policies of granting agencies
either state or federal.
These policies apply to individuals (other than students involved in regular classroom
assignments) engaged in any form of research and scholarship, funded or otherwise, in
every discipline throughout the university.
3. Institutional Review Board
Students engaged in research that involves human subjects and whose research is
systematic and generalizable are required to complete an Institutional Review Board (IRB)
40
application, which includes Collaborative Institutional Training Initiative (CITI) program
courses. Failure to receive IRB approval for human subjects research will result in failing the
Capstone project and a Responsible Conduct of Research (RCR) violation. Students who
plan to engage in human subject research should discuss it with the course instructor at the
very beginning of the course. The IRB process can take at least one month.
For a brief overview of the IRB, visit
http://wpc.242f.edgecastcdn.net/00242F/academics/center-teachinglearning/web/IRB_Intro/IRB_Intro.html.
For detailed information on the APUS Institutional
Review Board, visit, http://www.apus.edu/community-scholars/institutional-review-board/.
Note: APUS takes academic dishonesty very seriously. Any evidence of plagiarism will result
in the student’s work being rejected and the student will fail the EOP course. Engaging in
academic dishonesty and/or plagiarism will directly threaten the ability of the student to
graduate from APUS.
41
Appendices
Appendix 1: Master’s Theses
Master’s theses are generally expected to contain the following elements but vary somewhat
due to disciplinary standards. Please follow the specific guidelines provided in your
Capstone course:
Abstract: Includes the following components: purpose of the research, methodology,
findings, and conclusion. The body of the abstract is limited to 150-200 words.11
Introduction: Identifies student’s specific research question and sets the general context for
the study.
This section should include
• a statement of the problem or general research question and context leading to a
clear statement of the specific research question;
• background and contextual material justifying why this case or topic should be
studied; and
• a purpose statement.
Literature Review: Reviews the literature on a specific research question. The literature
review focuses on discussing how other researchers have addressed the same or similar
research questions. It introduces the study and places it in larger context that includes a
discussion of why it is important to study this case. It provides the current state of
accumulated knowledge as it relates to the student’s specific research question.
• Summarize the general state of the literature (cumulative knowledge base) on the
specific research question by synthesizing themes, methods, results, and/or
theoretical frameworks used in current literature.
• Include a short conclusion and transition to the next section.
Theoretical Framework/Approach: The theoretical framework section develops the theories
or models to be used in the study and shows how the student has developed testable
research hypotheses.
This section should include
11 The APUS Center for Graduate Studies and the APUS Library have created an instructional module on Writing
the Abstract for Your Graduate Capstone Thesis at AMU/APU. It will take you through the entire process. You
can access it here: http://apus.libguides.com/research_methods_guide/writingcapstoneabstract
42
• an introduction discussing gaps in the literature, how this study will help fill some of
those gaps, and justification for the theory or model to be used in study;
• a summary of the theory or model to be used in the study, including a diagram of the
model if appropriate; and
• a statement of hypotheses to be tested.
Research Design/Methodology: Describes how the student will test the hypothesis and carry
out their analysis. This section describes the data to be used to test the hypothesis, how the
student will operationalize and collect data on their variables, and the analytic methods that
to be used, noting potential biases and limitations to the research approach. It should
include
• identification and operationalization (measurement) of variables;
• a sampling plan (i.e., study population and sampling procedures, if appropriate);
• justification of case studies used;
• data collection/sources (secondary literature, archives, interviews, surveys, etc.);
• a summary of analysis procedures (pattern-matching, etc.); and
• the limitations of study and bias discussion.
Findings/Results/Discussion: This section describes the results of the study. Keep in mind
that the “results” are the direct observations of the research, while the “discussion” is the
interpretation of the results and research. The Results and Discussion may be presented as
separate sections. The Results and Discussion should include, as appropriate:
• results, including tables, graphs, statistics;
• significance and interpretation of the results;
• discussion of results as they relate to thesis statement/research question;
• discussion of results as it relates to the theoretical framework/approach; and
• directions for future research.
Reference List: References the works the student has cited (direct quotes or paraphrases)
in the text. This list must be formatted according to the school’s prescribed style guide.
43
Appendix 2: Master’s Creative/Applied Projects
Master’s creative/applied projects are generally expected to contain the following elements,
but vary somewhat due to disciplinary standards. Please see the specific guidelines in your
Capstone course:
Abstract: Includes the following components: purpose of the research, methodology,
findings, and conclusion. The body of the abstract is limited to 150-200 words.12
Introduction: This section identifies the student’s specific creative/applied project and sets
the general context for it.
• Provide a clear and lucid description of the creative/applied project including the
goal and intent of the project.
• Discuss the schedule and objectives for the work to be completed.
Literature Review: The literature review focuses on how the creative/applied project
experience fits into the discipline. Specifically, it introduces the project and places it in a
larger context that includes a discussion of how this experience helps the student meet the
program objectives. It provides the current state of accumulated knowledge as it relates to
the project.
• Describe how completing this project is consistent with the course of study.
• Articulate the objectives the student hopes to achieve through the completion of this
project.
• Provide a short conclusion and transition to the next section.
Project Design: This section describes the design of the applied/creative project and
situates the project within an issue, question, or problem within the discipline.
• Discuss how the project questions, contradicts, or reinforces existing theoretical
knowledge relative to the student’s professional practice and/or discipline.
• Introduces a critical lens or theoretical framework that informs the project, including
appropriate citations and context for this framework.
• Describes the expected contribution of the project to knowledge or professional
practice within the discipline.
• Discuss the limitations of the project’s scope and generalizability.
12 The APUS Center for Graduate Studies and the APUS Library have created an instructional module on Writing
the Abstract for Your Graduate Capstone Thesis at AMU/APU. It will take you through the entire process. You
can access it here: http://apus.libguides.com/research_methods_guide/writingcapstoneabstract
44
The Project: This section is where the student includes their project, which must comport
with discipline standards for rigor, original contributions to the practice or knowledge of the
field, creative expression within a specific theoretical lens, or application of theory to a
specific context. The project often includes the following elements:
• Identification of an appropriate problem, issue, or question within the practice or
application of the discipline.
• Analysis of current tools available to solve the problem or improve professional
practice, comparing and contrasting to identify benefits and issues.
• Rigorous justification of the tool or process selected to address the problem, with
support from the academic and professional literature.
• Contextualization and application of the chosen tool or process within professional
practice.
• Analysis of the effectiveness and efficiency of the chosen tool or technique, and
discussion of other possible ways the problem could have been solved.
• Rigorous discussion of how this method of solving the problem will benefit others.
Reference List: This section should reference the works cited (direct quotes or paraphrases)
in the text. This list must be formatted according to the school’s prescribed style guide.
45
Appendix 3: Master’s Practicum and Critical Reflection Papers
The master’s practicum and critical reflection paper generally contain the following elements
but may vary according to disciplinary standards. Please see your Capstone course for
specific guidelines:
Abstract: Includes the following components: purpose of the research, methodology,
findings, and conclusion. The body of the abstract is limited to 150-200 words.13
Introduction: Identifies the student’s specific practicum experience and sets the general
context for the study.
• Provide a clear and lucid description of the practicum, including the location or
organization in which the practicum will be completed.
• Describe the 160 hours of work required to complete the practicum.
• Include the schedule and objectives for the work to be completed.
• List the name and title of the supervising staff member at the organization.
Literature Review: This section reviews the literature on the specific practicum. The
literature review focuses on how the practicum experience fits into the discipline.
Specifically, it introduces the practicum and places it in a larger context that includes a
discussion of how this experience helps the student meet the program objectives. It provides
the current state of accumulated knowledge as it relates to the student’s specific practicum
experience.
• Describe how completing this practicum is consistent with the student’s course of
study.
• Articulate the objectives the student hopes to achieve through the completion of this
practicum.
• Provide a short conclusion and transition to the next section.
Findings—Log/Journal: This section is where the student includes their log/journal and
where they describe how the overall practicum experience is situated within the discipline.
• Include the log/journal kept for the duration of the practicum.
• Discuss how the student’s experiences mirror, contradict, or reinforce existing
theoretical knowledge relative to their experience and discipline.
13 The APUS Center for Graduate Studies and the APUS Library have created an instructional module on Writing
the Abstract for Your Graduate Capstone Thesis at AMU/APU. It will take you through the entire process. You
can access it here: http://apus.libguides.com/research_methods_guide/writingcapstoneabstract
46
• Provide a summary of ways in which the experience helped the student meet the
program objectives.
• Discuss the limitations of the student’s experience and bias.
Reference List: Reference the works cited (direct quotes or paraphrases) in the text. This list
must be formatted according to the school’s prescribed style guide.
47
Appendix 4: Title Page (Required format for all capstone projects.)
DRONES AS WEAPON OF WAR IN AF/PAK REGION
A Master Thesis
Submitted to the Faculty
of
American Public University
by
Richard James Smith
In Partial Fulfillment of the
Requirements for the Degree
of
Master of Arts
December 2011
American Public University
Charles Town, WV
Top margin:
2 inches
Do not capitalize
“by” or “of”
Right margin:
1 inch
Spacing must be
consistent and
double-spaced.
Left margin:
1.5 inches
Month of
graduation
Bottom margin:
1.25 inches
NOTE:
Use the formatting
instructions in the
EOP Manual
appendices for the
title page, abstract,
and other front
matter. Use the
disciplinary style
guide for your
program for the body
of the document.
See Footnote 3 on
page 11 for
information on how to
handle the APA
Running Head
requirement.
48
Appendix 5: Sample of Copyright Page (Required format for all capstone
projects.)
The author hereby grants the American Public University System the right to display these
contents for educational purposes.
The author assumes total responsibility for meeting the requirements set by United States
copyright law for the inclusion of any materials that are not the author’s creation or in the
public domain.
© Copyright 2017 by ________________________(insert your name)
All rights reserved.
NOTES:
• Text should begin just after halfway
down the page.
• This sample includes the
exact language that must be used.
49
Appendix 6: Sample of Dedication Page (Optional)
DEDICATION
I dedicate this thesis to my parents. Without their patience, understanding, support,
and, most of all, love, the completion of this work would not have been possible.
NOTES:
• Text should begin just after halfway
down the page.
• Text should be double-spaced.
50
Appendix 7: Sample of Acknowledgments Page (Optional)
ACKNOWLEDGMENTS
I wish to thank the members of my committee for their support, patience, and good
humor. Their gentle but firm direction has been most appreciated. Dr. Betty Morrow was
particularly helpful in guiding me toward a qualitative methodology. Dr. Judith Slater’s
interest in a sense of competence was the impetus for my proposal. Finally, I would like to
thank my major professor, Dr. Stephen Fain. From the beginning, he had confidence in my
abilities to not only complete a degree, but to complete it with excellence.
I have found my course work throughout the national security program to be
stimulating and thoughtful, providing me with the tools with which to explore both past and
present ideas and issues.
NOTES:
• Text should begin just after halfway
down the page.
• Text should be double-spaced.
51
Appendix 8: Sample of Abstract of the Thesis (Required format for all
capstone projects.)
ABSTRACT OF THE THESIS
DRONES IN NATO LED EFFORTS IN AF/PAK
by
Richard James Smith
American Public University System, July 1, 2007
Charles Town, West Virginia
Professor John Doe, Thesis Professor
Begin typing the abstract here, double-spaced. The abstract must include the
following components: purpose of the research, methodology, findings, and conclusion. The
body of the abstract is limited to 150-200 words (no less than 150 and no more than 200).
NOTE:
The abstract is a required component of the thesis/capstone paper. If you are not sure of what an
abstract is or of how to write one, the APUS Center for Graduate Studies and the APUS Library have
created an instructional module on Writing the Abstract for Your Graduate Capstone Thesis at
AMU/APU, viewable at http://apus.libguides.com/research_methods_guide/writingcapstoneabstract.
52
Appendix 9: Sample of a Table of Contents
TABLE OF CONTENTS
CHAPTER PAGE
I. INTRODUCTION ……………………………………………………………………………… ……….1
II. LITERATURE REVIEW…………………………………………………………………………………5
Competing Perceptions of National Security……………………………………………….5
Drones as a Weapon of War ……………………………………………………………………..8
Afghanistan Security ……………………………………………………………………………… 12
Pakistan Security ………………………………………………………………………………….. 15
III. METHODOLOGY…………………………………………………………………………………….. 24
Subjects and Setting……………………………………………………………………………… 24
Data Collection Technique …………………………………………………………………….. 25
Statistical Analysis ………………………………………………………………………………… 27
Limitations of the Study…………………………………………………………………………. 30
IV. RESULTS………………………………………………………………………………………………. 34
Legal Framework…………………………………………………………………………………… 34
Impact of Drone Strikes on War Effort…………………………………………………….. 38
Impact of Drone Strikes on U.S.-Pakistani Relations………………………………… 40
Impact of Drone Strikes on U.S. Regional Interests …………………………………. 48
Refer to the notes on the
following page for formatting
information.
53
V. DISCUSSION…………………………………………………………………………………………. 49
Ethics and Legality of Using Drones ……………………………………………………….. 49
Competing Conceptions of Self-Defense and National Security………………… 50
Controversy about Use of Drones in Warfare…………………………………………… 52
Summary ……………………………………………………………………………………………… 54
Recommendations………………………………………………………………………………… 56
LIST OF REFERENCES……………………………………………………………………………………….. 60
APPENDICES ……………………………………………………………………………………………………. 66
NOTES:
• Follow your style guide for exact formatting
requirements.
• Dot leaders (periods between words and pages)
are required.
• Pages should be left justified.
• Double space between entries.
• Hyperlinking to sections within the thesis can add
ease to navigation.
54
Appendix 10: Sample of List of Tables
LIST OF TABLES
TABLE PAGE
1. Physical Education Teacher Demographic Data……………………………………….. ……. 15
2. Current University Student Demographic Data………………………………………………… 17
3. Number of High or Low Value Orientations for Respondents ……………………………. 25
4. Teacher Value Orientation Profile by Gender…………………………………………………… 28
5. Teacher Value Orientation Profile by Academic Rank………………………………………. 33
6. Teacher Value Orientation Profile by Teaching Experience ………………………………. 39
7. Student Value Orientation Profile by Gender…………………………………………………… 41
8. Student Value Orientation Profile by Academic Major ……………………………………… 45
9. Student Value Orientation Profile in Different Year at University ………………………. 51
NOTES:
• Follow your style guide for exact formatting
requirements.
• Dot leaders (periods between words and pages)
are required.
• Pages should be left justified.
• Double space between entries.
• Hyperlinking to sections within the thesis can add
ease to navigation.
55
Appendix 11: Sample of List of Figures
LIST OF FIGURES
FIGURE PAGE
1. Physical Education Teacher Demographic Data……………………………………….. ……. 15
2. Current University Student Demographic Data………………………………………………… 17
3. Number of High or Low Value Orientations for Respondents ……………………………. 25
4. Teacher Value Orientation Profile by Gender…………………………………………………… 28
5. Teacher Value Orientation Profile by Academic Rank………………………………………. 33
6. Teacher Value Orientation Profile by Teaching Experience ………………………………. 39
7. Student Value Orientation Profile by Gender…………………………………………………… 41
NOTES:
• Follow your style guide for exact formatting
requirements.
• Dot leaders (periods between words and pages)
are required.
• Pages should be left justified.
• Double space between entries.
• Hyperlinking to sections within the thesis can add
ease to navigation.
56
Appendix 12: Sample of Permission to Quote or Reproduce Copyrighted
Material Letter
Date___________________________
I (we) _______________________________________________________________ owner(s) of
the copyright to the work known as ______________________________
_____________________________________________________________________ hereby
authorize _______________________________________________________ to use the
following material as part of their thesis to be submitted to American Public University
System.
Page Line Numbers or Other Identification
_____________________
Signature
57
Appendix 13: Sample of Practicum Organizational Consent Form
Date___________________________
Name of organization _________________________________________________
Program _________________________________________________________
Work to be completed_________________________________________________
Dates of practicum/schedule ____________________________________________
I (we) _______________________________________________________________ as (state
position title) ______________________________ attest to the fact that (student’s name) will
be completing the above described practicum in our organization. We hereby authorize
(name of student) to work with us in completion of their master’s degree at American Public
University System. It is our understanding that they will write a critical reflection paper on this
experience. The student may use/identify our name in the paper/the student is required to
keep our name anonymous in completing the reflection paper. (Name of person) will serve as
the mentor for this student in our organization throughout their work with us.
________________________________________________________________________
Signature Title Date
58
Appendix 14: Critical Reflection Method Required for Completion of
Practicum Paper
1. Description of the experience. (5 – 7 pages)
2. Critical reflection on this experience and the related discipline practices experienced and
observed during the practicum in light of theory and literature relative to the work of the
practicum. (8 – 10 pages)
3. Discussion of ways the theory and literature challenges/affirms the experience and ways
the experience challenges/affirms the literature and theory. (5 – 7 pages)
4. Recommendations for future practice and/or theory. (5 – 6 pages)
I (we) _______________________________________________________________ owner(s) of
the copyright to the work known as ______________________________
_____________________________________________________________________ hereby
authorize _______________________________________________________ to use the
following material as part of their thesis to be submitted to American Public University
System.
Page Line Numbers or Other Identification
_____________________
Signature
59
Appendix 15: Sample of IRB Approval Letter
Institutional Review Board (IRB)
Application Number:
Application Title:
Dear
The APUS IRB has reviewed and approved the above application.
Date of IRB approval:
Date of IRB approval expiration:
The approval is valid for one calendar year from the date of approval. Should your research using human
subjects extend beyond the time covered by this approval, you will need to submit an extension request form
to the IRB.
Changes in the research (e.g., recruitment process, advertisements) or informed consent process must be
approved by the IRB before they are implemented. Please submit a protocol amendment form to do so.
It is the responsibility of the investigators to report to the IRB any serious, unexpected, and related adverse
events and potential unanticipated problems related to risks to subjects and others using the unanticipated
problems notification.
Please direct any question to apus-irb@apus.edu. The forms mentioned above are available at
http://www.apus.edu/community-scholars/institutional-review- board/apply.htm.
Sincerely,
Jennifer Douglas, PhD IRB Chair
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Appendix 16: Portfolio and Critical Reflection Paper
The master’s critical reflection paper for the Portfolio option generally contains the following
elements but may vary according to disciplinary standards. Please see the guidelines in your
capstone course.
Abstract: Includes the following components: a brief overview of what your paper will cover
and a short explanation of how you will use the paper to demonstrate you have met the
learning objectives of the program. The body of the abstract is limited to 150-200 words.14
Introduction: Provides the reader with an overview of the purpose of the paper and details
regarding how the paper will articulate how all of the program objectives have been met.
The Body: This section of the paper should include the following elements:
1. Philosophy of Learning. This section provides a reflective narrative on the student’s
learning process.
2. Achievements in Learning. Here the student should discuss elements that
demonstrate key learning achievement. This could include, transcripts, course
descriptions, résumés, honors, awards, internships, tutoring, or mentoring.
3. Evidence of Learning. Here the student should contextualize artifacts from the
portfolio within disciplinary theoretical frameworks. These artifacts may include
research papers, critical essays, field experience logs, creative displays/
performances, data/spreadsheet analyses, course electronic listserv entries, reports
for projects.
4. Assessment of Learning. In this section, the student should discuss how their
learning was assessed. For example, include a discussion of their trajectory of
professional growth based on instructor feedback, course test scores, exit/board
exams, lab/data reviews, research project results, practicum reports, etc.
5. Relevance of Learning. The focus here is on demonstrating mastery of the
programmatic learning objectives. The student can also discuss the practical
applications of their learning, and how the learning related to personal and
professional domains or to their ethical/moral growth. In addition, the student could
discuss how the learning impacted their ability to lead or their ability to transfer what
was learned to external environments such as professional affiliations, hobbies, or
volunteering.
14 The APUS Center for Graduate Studies and the APUS Library have created an instructional module on Writing
the Abstract for Your Graduate Capstone Thesis at AMU/APU. It will take you through the entire process. You
can access it here: http://apus.libguides.com/writing/thesiscapstone/abstract
61
6. Learning Goals. Finally, the student can use this section to discuss how they
plan to enhance, connect, and apply their learning.
Other elements that may be included in the portfolio include the following:
• job documents (e.g., cover letter, resume) aimed at employers for promotions or new
positions; and
• an executive summary that offers a professional profile of the student with key skills
and knowledge from the master’s program.
Appendix: This section should contain am example or two of the learning artifacts along with
the log/journal that was kept during the student’s course of study.
Reference List: Reference the works cited (direct quotes or paraphrases) in the text. This list
must be formatted according to the school’s prescribed style guide.
