Chapter 35 — Capstone proposal

Lesson map

Lesson 35 published. Map, example, EX103.

flowchart TD
  N0["Learning outcomes"]
  N1["35.1 Choosing the problem"]
  N2["35.2 Aims and criteria"]
  N3["35.3 Resources and ethics"]
  N4["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4
  N4 --> EX["Worked example"]
  EX --> Q["Exercise EX103"]

Logical drawing

flowchart LR
  N0["Learning outcomes"]
  N1["35.1 Choosing the problem"]
  N2["35.2 Aims and criteria"]
  N3["35.3 Resources and ethics"]
  N4["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4 --> Q["EX103"]

[Learning outcomes]
    |
    v
[35.1 Choosing the problem]
    |
    v
[35.2 Aims and criteria]
    |
    v
[35.3 Resources and ethics]
    |
    v
[Synthesis]
    |
    v
[Worked example] --> [Exercise EX103]

Learning outcomes

You will (1) choose a capstone problem from earlier findings; (2) write aims and success criteria; (3) plan resources and ethics.

35.1 Choosing the problem

For her capstone, Nadia chooses a gap found earlier: volunteers and part-time staff, who work irregular hours, are often missed by refreshers given at staff meetings and rarely report. Her problem is how to include them in the reporting programme in a way that suits their patterns of work and their relationship with the library. She chooses this because it builds on her earlier findings, matters to Ashcombe and is achievable within one academic year with modest resources. Dr Prescott agrees with the choice.

35.2 Aims and criteria

Nadia sets three aims: design a short welcome guide for volunteers and part-time staff; provide a simple reporting route that works without a staff email account; and evaluate whether reporting and confidence improve. Success criteria are that at least two thirds of volunteers receive the guide, that volunteer reports increase and that confidence scores rise on a short survey. She defines in advance that if fewer than half receive the guide, she will revise distribution before evaluating. Each criterion has a date.

35.3 Resources and ethics

Nadia lists resources: her time, the volunteer coordinator's support, printing and a few hours from IT for a web form. She seeks ethics approval for surveys and brief interviews with volunteers, noting that volunteers may feel obliged to take part; she stresses that participation is voluntary and unconnected to their roles. She plans to store data without names. Planning resources and ethics early prevents the delays that often affect capstone projects late in the year. The coordinator agrees to help with distribution.

Worked example

Nadia chooses a volunteer inclusion capstone, sets aims and criteria with a predefined revision rule and plans resources and ethics.

Synthetic case. The capstone is synthetic.

Errors and limits

Volunteer numbers fluctuate. Small samples limit evaluation.

Exercises

• EX103 — Capstone group. Which group does the capstone address?
  Show marking criteria

  Rubric: 3 = volunteers and part-time staff;; 2 = volunteers;; 1 = vague;; 0 = none.
• EX104 — Guide criterion. What share of volunteers should receive the guide?
  Show marking criteria

  Rubric: 3 = at least two thirds;; 2 = two thirds;; 1 = half;; 0 = none.
• EX105 — Obligation concern. What ethical concern applies to volunteers?
  Show marking criteria

  Rubric: 3 = they may feel obliged to take part;; 2 = pressure;; 1 = vague;; 0 = none.

Synthesis

A capstone proposal builds on findings, sets measurable aims and plans ethics early.

Continue studying — chapter 35 of 40

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