Note the following requirements.

  • Students must have completed or currently be enrolled in all required courses prior to making the formal application for a capstone project.
  • Students must have completed at least 27 credits prior to making a formal application for a capstone project.
  • Students must pay the tuition for all 3 or 6 credits of the capstone project prior to its start.
  • Students have up to 12 months to complete the capstone project. If after 12 months the project is not finished, students must register and pay tuition for a 1-credit continuing project course. This registration and tuition charge continues each subsequent term (fall, spring, summer) until the project is completed or the student drops out of the program.
  • 3-credit internship required for teachers preparing for Special Education with MN Learning Disabilities Licensure.
  • 6-credit internship required for teachers preparing to be a principal.
  • 6-credit internship required for people preparing to be an early childhood director.
  • MA in Theological Studies may only choose from Field Project and Thesis.

Descriptions of Capstone Projects

Thesis

(Apply for EDU6500 Thesis or THE6500 for MATS)

The thesis is the most traditional format for investigation of an issue in education by means of data gathering and analysis. The research design for this option may be experimental, quasi-experimental, or descriptive, and may employ qualitative, quantitative, or mixed method data collection. The following sections may be adapted to a specific research project, but the general content of the chapters applies.

CHAPTER 1. INTRODUCTION
This section informs the reader of the research topic being studied, the significance of the research, the scope of the study, and the setting and participants in the study.

CHAPTER 2. LITERATURE REVIEW
This chapter provides an overview of what other researchers have determined in regard to the study.

CHAPTER 3. METHODOLOGY
This section describes everything done to conduct the research.

CHAPTER 4. RESULTS
This section presents the data and discusses the data’s relevance to the research question and/or the hypothesis of the research and the review of literature.

CHAPTER 5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This is a summary of the project, the implications of the results, and suggestions for further study.

REFERENCES
APPENDICES
One copy of the thesis is hard-cover and bound  by the Office of Graduate Studies for placement in the MLC Library.

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(Apply for EDU6201 Project/Professional Paper)

Curriculum development projects include designing new courses or units of instruction. They may include new instructional techniques and/or teaching materials. These courses or units must be described, evaluated, and documented in such a way that they could be applied and taught in a classroom by other teachers. Curriculum development projects involve constructing curriculum, teaching it, and assessing it. The report follows this format.

PART I: INTRODUCTION
Problem/Purpose of the Study Introduction
Importance of the Study Procedures
Project Goal 

PART II: LITERATURE REVIEW
Introduction
Heading
Heading
Summary

PART III:  IMPLEMENTATION
Introduction
Procedures
Artifacts
Results

PART IV:  REFLECTIVE ESSAY
Introduction
Conclusion
Recommendations

REFERENCES

APPENDICES

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(Apply for EDU6300 Internship – 3 credit, EDU6301 Internship – 6 credit, or *EDU6302 Internship – 3 credit)

The internship is completed in an educational setting. Consult the specific internship handbook for the time requirement. The internship is done under the supervision of a field supervisor who is approved by the student’s advisor and by the director of graduate studies. For example, an internship may be completed under the supervision of a principal, experienced teacher, special education teacher, early childhood education teacher, or another educational leader.

Students seeking to fulfill the requirements for EDU6300 or EDU6301 through an administrative internship need to complete all aspects of the internship as outlined in the internship handbook. However, they may utilize previous experiences to demonstrate competence in the standards required for the portfolio. Evidence from experiences outside of the internship may not exceed 50% of the overall evidence submitted.

The report follows this format.

PART I: INTRODUCTION
Purpose/Goals of the Internship
Importance of the Internship
Connection to Standards

PART II: LITERATURE REVIEW
Introduction
Heading
Heading
Summary

PART III:  JOURNAL (See Template)

PART IV:  REFLECTIVE ESSAY
Introduction
Conclusion
Recommendations

REFERENCES

APPENDICES

*Those completing the post-baccalaureate licensure or learning disabilities licensure with their master’s degree should consult the MLC licensure office for specific directions relative to EDU6302.

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(Apply for EDU6200 Project/Professional Paper or THE6200 for MATS)
A field project is an investigation of an educational issue or implementation of a strategy that has meaning within the student’s local context. The format for written work will vary according to the project and will be determined in consultation with the advisor and committee. In general, the report follows this format.

PART I: INTRODUCTION
Identify the Issue
Importance of Project
Project Purpose or Goal

PART II: LITERATURE REVIEW
Introduction
Heading
Heading
Summary

PART III:  IMPLEMENTATION
Introduction
Procedures
Artifacts
Results

PART IV:  REFLECTIVE ESSAY
Introduction
Conclusion
Recommendations

REFERENCES

CLICK HERE to begin.