Capstone Project Research Articles

Multidisciplinary Collaboration and Industry Partnership: Keys for the Development of the Masters of Geomatics in Disaster Risk Reduction Curriculum

Abstract. Despite the high susceptibility of the Philippines to natural disasters, there is a significant lack of human resources focused on disaster risk reduction (DRR). To address this, the University of the Cordilleras, in collaboration with the ERASMUS CBHE Plus Program: Geomatics in Disaster Risk Reduction of the European Union, has developed a curriculum for a GeoDRR program. This program is designed to produce professionals with expertise in disaster risk reduction, geomatics, and remote sensing. The curriculum development employed a mixed-methods approach using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) Framework and the DACUM (Developing a Curriculum) method. The ADDIE Framework guided the structured development process, while the DACUM method identified the necessary competencies for students. The resulting UC MGeoDRR curriculum comprises 15 units of Core Courses, 15 units of Professional Courses, 9 units of Electives, and a 6-unit Capstone project. The curriculum is designed to be localized and contextually relevant, integrating DRR into research, innovation, and extension activities. The pilot program is recommended for graduates of related undergraduate programs and DRR professionals and practitioners.

Introduction to the LINK PRAXIS V.2 I.1 second section

This collection of 13 manuscripts presents the exegetical writing produced by final-year undergraduate students completing their Bachelor of Visual Design, with a major in Communication Design, at Auckland University of Technology (AUT). These manuscripts are a key component of the students’ Level 7 capstone projects, where creative practice is critically contextualised through academic reflection. Following the connective exegesis model proposed by Hamilton and Jaaniste (2010), the project integrates 15 credits from Design Research, which focuses on research methodologies, and 45 credits from the Design Studio, which adopts a practice-led, research-driven approach. This framework encourages students to develop creative responses to complex global and cultural issues, connecting personal practice with broader social contexts. The capstone project’s thematic focus on Design Citizenship encourages students to engage in transdisciplinary work that addresses contemporary cultural, environmental, and social challenges. This approach fosters innovation and authenticity, allowing students to explore how design can offer both personal and socially relevant responses to critical questions. The programme has notably generated increased interest in postgraduate study, with many students continuing their research in the Master’s programme. These manuscripts offer a platform for students to engage in scholarly publishing, providing a space for them to reflect on how practice-oriented research can yield meaningful, contextually informed design outcomes. This collection contributes to broader discussions about the role of creative practice in higher education and its potential to generate new insights and knowledge through design research.

Assessing Experiential Learning Program Design and Delivery Using Institutional Mission and Professional Standards

BackgroundHigh-impact practices (HIPs), such as mentored research, Capstone projects, study abroad, and field experiences, have been shown to improve college student engagement through experience-based learning. Research indicates that these practices can have high impact when they are intentionally designed and delivered to align with institutional mission and professional standards. The administrative structure of a HIP initiative may not consider how to assess program effectiveness. Few close examples exist in the literature to guide program staff to understand whether the HIPs supported by their programs are being designed and delivered for high impact. Our study details the efforts of one unit at a large private university to evaluate the implementation of an experiential learning initiative intended to support faculty to design and deliver high-impact practices to students. PurposeThis qualitative case study responds to the call for assessment to ensure that HIPs qualify as high impact. It illustrates a standards-based approach to evaluating a program of co-curricular, experientially based high-impact practices by determining how educational design and delivery aligns with the institution’s mission and professional standards for best practice. Methodology/approachTo qualitatively evaluate how well our HIP program aligned with institutional mission and HIP standards, we collected narrative data drawn from six faculty projects, faculty interviews, and reflections from 70 participating students. We used the institutional mission and established HIP professional standards as confirmatory themes to code the narrative and observe levels of coverage. Administrative directives were mapped against the confirmatory themes to identify areas of high and low emphasis and emergent themes that fell outside specific mission and standards language were considered for meaning. Findings/conclusionsOur qualitative assessment of a HIP program revealed program strengths and areas in need of improvement. By evaluating the concentration of institutional mission and professional standard themes across the project narratives and within the way the program was structured and administered, we found strong alignment existed in the areas of intellectual growth and interaction with faculty and peers. When we found that other mission themes and standards were present at lower levels, we mapped the administrative directives to the themes and discovered that the high concentration themes occurred more frequently in the directives. This insight led us to observe that addressing all mission and professional standard themes more clearly in the design phase could serve to align administrative directives more closely. In addition to the presence of confirmative themes across the data, we found emergent themes that had meaning to study participants but fell outside of the mission and industry standards. The evaluative process taught us important lessons around how administration-to-faculty program directives can impact the design and delivery of pedagogical practice. RecommendationsEducational leaders should consistently use institutional mission and professional standard language in directives to faculty and staff; training faculty in designing HIPs to meet professional standards can benefit underserved students; and recognizing meaningful themes that emerge through program evaluation can illuminate important unanticipated outcomes.

Design and implementation of a project management training program to develop workforce ready skills and career readiness in STEM PhD students and postdoctoral trainees

A growing number of STEM doctorates pursue careers across the broader biomedical workforce, including industry, policy, and healthcare. Graduate and postdoctoral trainees need training to develop professional skills that prepare them for diverse workforce options. Through engagement with faculty and trainees, we determined that formal management skills are underdeveloped in trainees, particularly around managing projects in a way that is translatable to broader industries. At Georgetown University Medical Center, we adapted Kern's six-steps of curriculum design to develop the Academy for Transferable Management Skills (ATMS) program to help graduate and postdoctoral trainees develop linear experience in utilizing project management tools in their academic research contexts. ATMS includes a self-paced online CANVAS course with learning objectives and content modules that map to the project management cycle from initiation to closure, developed in consultation with PhD-level industry experts. From 2021–2024, 25 trainees have completed the ATMS program, including the capstone project and posttest evaluation. Trainees also complete brief quizzes after each module as a formative assessment of learning. The pre-test evaluation (n = 92) revealed a baseline of project management “pain points” regularly encountered by trainees (risk management, project charters, work breakdown structures, and managing project scope). Posttest data (n = 25) reveal a significant increase (p < 0.0001) in project management self-efficacy measures across the aforementioned pain point scales. Notably, 100% of trainees indicated that they may/would refer the program to colleagues. ATMS offers trainees the flexibility to pick frameworks that apply to their projects with trainees planning to use project schedules (84%), Work Break Down Structures (80%), lessons learned reports (68%), and communication plans (68%) in their work. This integrated experiential learning approach equips trainees to develop and execute their projects according to industry-informed project management principles, which allows them to perform their current research more efficiently and to utilize project management frameworks in a way that is directly transferable to broad careers.

Slow and Steady or Fast and Furious: An Analysis of Completion Duration in open.uom.lk

The open.uom.lk platform is an open learning platform developed by the University of Moratuwa, Sri Lanka, offering free asynchronous online IT related courses. The platform was developed as an initiative to meet the growing human capital requirement of the IT industry in Sri Lanka, one of the only sectors showing strong growth even during the country’s recent economic crisis. In the two years since the release of its flagship course Trainee Full-Stack Developer, there have been over 270,000 enrolled learners. The course consists of six subjects covering Python programming, web design, and a professional practice module that includes a capstone project. Despite the massive number of enrollments, as in many other MOOCs, completion rates remain low. For instance, for the two beginner courses in programming and web design, into which all participants are enrolled automatically, completion rates stand at 7-10%. Completion rates for subsequent subjects are higher given that enrollment is conditional on completing prerequisites. From a planning perspective, it is not just estimates of how many participants complete the programs but also the time they take to do so that are integral for determining the future growth of the IT industry. As such, this study aims to develop a model for course completion using survival analysis which has the advantage of being able to model censored data (e.g. when duration is unknown due to non-completion) and provide forecasts of completion rates at different points in time. The analysis uses student activity completion reports and demographic information of participants including employment and educational background. The findings suggest that the course interaction variables, particularly the speed of completing early activities, are more important for predicting course completion than the demographic variables, though education and employment status are also significantly correlated with completion. The survival model could then be used for purposes of predicting both the completion probability as well as the timeframe within which the completion may be expected.

Understanding supervisory practice and development in the pre-HDR space: an ethogenic approach

ABSTRACT This article addresses the lack of support for new supervisors in the pre-Higher Degree Research space, including undergraduate honours and postgraduate capstone projects. The research provides an inter-faculty perspective on the needs of pre-HDR students and supervisors, informing an online professional learning resource to address the problem. Concepts from ethogenic social psychology were used to theorise supervision as a complex practice involving two analytically distinct domains of human behaviour: the expressive and practical domains. Semi-structured focus group interviews with alumni and supervisors from Education, Arts-Humanities, and Health Sciences provided data for a needs analysis and to stimulate deliberation amongst the research team, which included course coordinators and supervisors across the different faculties and a representative from the university’s teaching and learning centre. The findings illustrate expressive and practical aspects of supervision and elaborate salient themes for the development of pre-HDR supervisory practice through inquiry. The article advances theory by supporting a view of supervision as a process of supervisor, student, and supervisory practice co-development. The results will be of interest to supervisors, honours and masters course coordinators and providers of professional development for academics.

Modernizing Public Health Data Systems and Workforce Capacity: The Centers for Disease Control and Prevention's Public Health Informatics Fellowship Program.

The COVID-19 pandemic exposed governmental public health's outdated information technology and insufficient data science and informatics workforce capacity. The Centers for Disease Control and Prevention's Public Health Informatics Fellowship Program (PHIFP) is well positioned to strengthen public health data science and informatics workforce capacity. Established in 1996, PHIFP is a 2-year, full-time, on-the-job training program. PHIFP includes a didactic curriculum, applied learning through informatics projects completed at the assigned host site, short-term technical assistance projects, and a final capstone project. Fellows have learned from and bolstered host site informatics capacity through the development or enhancement of information systems, evaluations, data integration, data visualization, and analysis. Among recent graduates, 54% are employed at Centers for Disease Control and Prevention and 16% are employed at other public health organizations, including local health departments. Fellowships such as PHIFP, which recruit and train promising scientists in public health informatics, are important components of efforts to strengthen public health workforce capacity.

Is There Space for New Graduate Nurses in Pediatric Oncology?

For my senior high school capstone project, I focused on pediatric oncology, which included shadowing two physicians. I realized that although physicians do incredible work, the nurses I encountered were so hands on and appea.

Performance of a Large‐Language Model in scoring construction management capstone design projects

AbstractGrading is one of the most relevant hurdles for instructors, diverting instructor's focus on the development of engaging learning activities, class preparation, and attending to students' questions. Institutions and instructors are continuously looking for alternatives to reduce educators' time required on grading, frequently, resulting in hiring teaching assistants whose inexperience and frequent rotation can lead to inconsistent and subjective evaluations. Large Language Models (LLMs) like GPT‐4 may alleviate grading challenges; however, research in this field is limited when dealing with assignments requiring specialized knowledge, complex critical thinking, subjective, and creative. This research investigates whether GPT‐4's scores correlate with human grading in a construction capstone project and how the use of criteria and rubrics in GPT influences this correlation. Projects were graded by two human graders and three training configurations in GPT‐4: no detailed criteria, paraphrased criteria, and explicit rubrics. Each configuration was tested through 10 iterations to evaluate GPT consistency. Results challenge GPT‐4's potential to grade argumentative assignments. GPT‐4's score correlates slightly better (although poor overall) with human evaluations when no additional information is provided, underscoring the poor impact of the specificity of training materials for GPT scoring in this type of assignment. Despite the LLMs' promises, their limitations include variability in consistency and reliance on statistical pattern analysis, which can lead to misleading evaluations along with privacy concerns when handling sensitive student data. Educators must carefully design grading guidelines to harness the full potential of LLMs in academic assessments, balancing AI's efficiency with the need for nuanced human judgment.

412 Awardee Talk: Implementing student-centered teaching and learning strategies in undergraduate animal science

Abstract Student-centered teaching and learning strategies enhance active engagement, foster critical thinking, and promote the practical application of knowledge gained from undergraduate animal science courses. The scholarship of teaching and learning (SOTL) has evolved within the animal science community, with a recent focus on adopting evidence-based teaching activities in college classrooms. We discuss documented SOTL approaches utilized in our program for the development of student-centered teaching and learning. In addition to traditional internships and student research projects, capstone projects utilizing a design thinking approach to solving animal industry problems have proven significantly effective. This problem-based learning program enables students to develop industry networks, understand problems within the industry, and develop creative ways to address the problems. Non-conventional and innovative designs of course assignments can foster student interest and enhance learning experiences. For example, by incorporating engaging and novel resources such as animal industry webinars and podcasts as classroom materials, instructors can reinforce course content and captivate students’ attention to the topic. Specifically, students have appreciated the opportunity to learn from experts not available locally at the university. Developing and utilizing real-world case studies exposes students to farm practices and related decision-making. Involving students in competitive team activities like the Dairy Challenge and Academic Quadrathlon contests develops marketable skills for students while training them to implement the knowledge acquired in the classrooms on a commercial farm. Field trips, short courses, and summer schools provide hands-on training opportunities, enhancing students’ exposure to the industry and opportunities after graduation. Students have identified that animal science topics are relevant beyond the classroom walls in everyday life including grocery store and kitchen, as demonstrated by a significant increase in enrollment of non-animal science major students in the animal science courses. The student-centered programs like Cross-training students in data-driven decision support tools help to develop strong day-one competency of graduates through training and networking within and outside the discipline. With the advent of new technologies and tools, training programs surrounding data management and interpretation should integrate systems knowledge across plant science, animal science, and computer science disciplines. These interdisciplinary and cross-disciplinary training activities promote the exchange of ideas while developing systems-level understanding. Furthermore, initiatives like Collaborative Online International Learning (COIL) provide students with exposure to diverse thoughts and situations, broadening their horizons and perspectives. For students not able to participate in study abroad and international programs due to time and financial constraints, COIL delivers cost-effective virtual opportunities to develop global understanding and cultural competency. By incorporating these student-centered teaching and learning strategies, undergraduate animal science programs can effectively prepare students for real-world challenges for the next generation of agriculture leaders.

Issue on Teaching and Training Future Health Informaticians:Partnering with Students to Develop a Capstone for a Graduate Health Informatics Program.

To assess the desirability, feasibility, and sustainability of integrating a project-based capstone course with the course-based curriculum of an interdisciplinary MSc health informatics program guided with a student-partnered steering committee and student-centered approach. We conducted an online cross-sectional survey (n=87) and three semi-structured focus groups (n=18) of health informatics students and alumni. Survey data was analyzed descriptively. Focus groups were audio-recorded and transcribed verbatim and then analyzed using a general inductive and classic analysis approach. Most students were supportive of including a capstone project but desired an option to work independently or within a group. Students perceived several benefits to capstone courses while concerned over perceived challenges to capstone implementation, evaluation, and managing group processes. Themes identified were: 1) professional development, identity, and career advancement; 2) emulating the real world and learning beyond the classroom, 3) embracing new, full circle learning, 4) anticipated course structure, delivery, and preparation, 5) balancing student choice, interests, and priorities, and 6) concerns over group dynamics, limitations, and support. This study demonstrates the value of having students as partners at each stage in the process from methods conception to course curriculum design. With the steering committee and the curriculum developer, we codeveloped a student-centered course that integrates foundational digital health-related project knowledge acquisition with an inquiry-based project which can be completed independently or in small groups. This study demonstrates the potential benefits and challenges that health informatics educators may consider when (re)-designing capstone courses.

Civic Education for Civic Leadership

Civic education and civic leadership are at the forefront of renewing faith in democracy on our campuses and communities. There is an urgent need for higher education to return to its historical foundation to fulfill the mission of democracy by educating students for democratic citizenship (Harkavy, 2006). Effectively integrating curricular and co-curricular civic engagement involves a balanced approach that is “both political and non-political” (Ehrlich, 2000, p. vi) to guide students to identify core values, develop civic knowledge, and build civic leadership skills (Finley, 2011; Hurtado, 2019). Civic leadership is an integral student learning outcome embedded within civic engagement praxis, but few frameworks have been developed to integrate leadership growth into their programming and curricula (Kniffin & Sapra, 2021). To renew faith in democracy, a reorientation to engagement with the local community through civic leadership is the pathway to achieve measurable impact by guiding students from the classroom into the community. If higher education is to fulfill the mission of democracy, educators and campus leaders must become the guides who invite students into a story bigger than themselves. Building on King’s (1963) civic legacy and Musil’s (2009) Civic Learning Spiral, the author outlines a Strategic Leadership Impact Model that has resulted in student-led civic engagement capstone projects, community-based research, and sustainable civic partnerships. Whether in the classroom or in the community, undergraduate students must be equipped through civic curriculum, co-curriculum, and service-learning programming to engage diverse perspectives and political viewpoints with civic curiosity to become effective civic leaders.

Development and implementation of the Capstone Program on integrating career exploration and medical humanities at a medical school in Korea.

This study aimed to implement and evaluate the outcomes, perceptions, and satisfaction of the Capstone Program developed at the Catholic University of Korea, which integrates career exploration and medical humanities. This study was conducted with fourth-year medical students from 2017 to 2019. First, the study analyzed the trends in the results of Capstone Projects conducted by students as part of their career exploration, where they independently explored areas of interest and selected topics. Second, it qualitatively analyzed the content of individual reports in which students reflected on their experiences from a "medical humanities perspective" through the Capstone Program. Third, it examined students' perceptions and satisfaction with the Capstone Program. The analysis revealed that students chose research topics from a wide range of fields, including basic medicine, clinical medicine, global healthcare, and integrated healthcare systems and innovation. The students reported positive perceptions of their career exploration and research experiences through the Capstone Program, particularly valuing sessions like "Meetings with Seniors" within the conference framework. Students indicated that the Capstone Program enhanced their ability to think introspectively from a humanities perspective, deepening their understanding of their roles and responsibilities as medical professionals. The Capstone Program provides a significant opportunity for medical students to explore their career paths and engage in introspective reflection from the viewpoint of medical humanities and social sciences. Thus, the integration of programs like capstone into the broader medical curriculum, focusing on career guidance and the reinforcement of medical humanities education, is imperative.

Analysing Learning Styles for Engineering Capstone Projects: 4MAT Analysis on Student Outcomes and Perceptions

Capstone projects are integrated into engineering curricula to combine various subjects and impart essential professional skills that may be difficult to teach solely through traditional lecture-based courses. These projects play a crucial role in preparing students for their future roles as professional engineers, thereby significantly impacting a university’s industry reputation and ranking. The challenge in engineering education lies in aligning the teaching approach of educators with the diverse learning styles of their students. This study aims to examine the impact of the learning style of the students measured by their watching-doing scores using the 4MAT tool, on the attainment of the benefits of the graduation project (GP). The Bayesian Belief Networks (BBN) approach was adopted in this study to analyse the data collected from 271 students enrolled in both GP1 and GP2 semesters in the engineering department of United Arab Emirates University. Results show that regardless of learning style, both watching and doing category students share similar perspectives on various aspects of the GP course, such as the optimal team performance ratio. However, when assessing the overall effectiveness of the GP programme, doing students exhibit a higher level of agreement than watching students. The study provides valuable insights to faculty members, helping them navigate the optimal balance between providing mentorship and fostering students’ independence during the different stages of their final-year design capstone projects. These findings underscore the importance of tailored educational strategies to accommodate diverse learning styles, contributing to more effective engineering education and better-prepared graduates.

Towards a call for transformative practices in academia enhanced by generative AI

Abstract In the present paper, we explore the integration of Generative Artificial Intelligence (GenAI) into the teaching, learning and research practices within the Faculty of Instructional Technologies undergraduate programme at the Holon Institute of Technology (HIT), Israel. Our goal is to examine how GenAI has supported transitions in various courses across three study clusters: core topics related to learning and training, user experience and user interface design (UX/UI), and technological development. Through five case studies from these clusters, we demonstrate how the incorporation of GenAI has enhanced student practices as they conceptualise, design, and create technology-enhanced learning (TEL) tools, systems, and architectures designed to meet real-world needs. In this context, we demonstrate how GenAI integration influences the interrelationship among the three study clusters, thereby facilitating a cohesive approach essential for students developing their capstone projects, which require the integration of knowledge and skills from all courses. This paper situates these efforts within the intelligent-technological pedagogical content knowledge (TPACK) framework, illustrating GenAI’s role in TEL. We conclude with recommendations for researchers and practitioners considering the adoption of GenAI to enhance their capabilities in deploying next-generation TEL environments.

The Importance of Frequent Engagement With Self-Assessment Resources in Online Learning: A Hierarchical Linear Modeling Approach

This study explored online assessment and highlighted significant assessment strategies, such as capstone projects, quizzes, and self-assessments. Inquiry-based assessment, transformative assessment, and scaffolding with self-assessment resources formed the framework. Our goal was to determine the effects of certain self-assessment parameters on student achievement in online learning, including the frequency of answering online self-assessment questions, the points earned for correct answers, and the time spent answering questions. Data from undergraduate geoscience courses were analyzed using a hierarchical linear model, and the results showed that frequently answering online self-assessment questions is a strong predictor of higher final grades, capstone project success, and quiz results. The frequency of answering online self-assessment questions was a more significant factor than the amount of time spent on these questions and the total points earned. Educators are encouraged to redesign their courses to include self-assessment resources that promote frequent student engagement instead of just one-time interaction.

Legal Writing Manual

In an effort to teach law students to “think like a lawyer” and develop their professional identities, attention has turned to helping students self-regulate their learning. To encourage self-regulated learning among her first-year law students, one of us (Tanner) adapted a self-regulated learning prompt developed by the other (Roderick) to assign The Legal Writing Manual—a capstone project in her first-year legal writing course, which tasks students with instructing others in processes and practices for composing legal memoranda and appellate briefs. Each student’s manual is built upon previous analytical and self-reflective work carried out in a first-year legal writing course. The experience of articulating instructions for legal writing encourages students to self-regulate their learning by re-thinking knowledge and practices for legal writing.

Leadership Development Program for Public Health Nurses: An Evaluation of Workplace Application.

Public health nurses (PHNs) are vital in the local implementation of the provisions of the Universal Healthcare (UHC) Act of 2019. However, they need adequate competencies in health systems approach to successfully implement the provisions of the law. In response to this, a leadership development course for public health nurses (LDC-PHN), anchored on the building blocks of health systems, was developed and implemented. This paper aims to describe the extent to which training participants have applied the competencies acquired from the LDC-PHN as manifested by the workplace application of their capstone projects. Following Kirkpatrick's Model of Evaluation, we used a multi-method study design to evaluate the extent of the participants' workplace application of acquired competencies. Sources of data included the Workplace Application Plan (WAP) accomplished by each participant, a questionnaire to determine the perceived implementation status of the participants' capstone project, interviews, and focus group discussions (FGDs) conducted with selected participants and their supervisors, and observation visits. Data were collected from May to December 2022. Data from the semistructured interviews and FGDs were analyzed through content analysis, while the participants' perceived status of their capstone project implementation was summarized as frequencies. Majority of the participants (61.9%) reported partial implementation of their capstone project while 16.77% reported full implementation. Capstone project implementation was facilitated by the support received from their supervisors and local chief executives. Barriers identified included the demands of the COVID-19 pandemic and the challenges imposed by the events before and after the 2022 Philippine National elections. Major themes emerged from the interviews conducted among participants and their supervisors. The workplace application of the training program outcomes, based on participants' perspectives, yielded increased capacity to lead and innovate, improved ability to advocate for capstone project implementation, transferability of acquired skill sets, and improved population outcomes. From supervisors' perspectives, workplace application of training program outcomes include increased ability of PHNs to deliver health services, and visible enhancement of leadership and supervision skills among PHNs. Given ample support and opportunities, and despite the barriers and challenges they faced, LDC-PHN participants, in general, utilized and applied the competencies they gained from the course in their actual work setting. Course graduates participated in health systems strengthening at various capacities by acting upon their capstone projects that addressed UHC challenges within their particular work settings.

Student-led Doctor of Nursing Practice projects in the clinical environment: Viewpoint from hospital-based nurse scientists and leaders

BackgroundExponential increases in DNP program enrollment have come with a rapid rise in the number of capstone projects conducted in clinical environments. However, misaligned priorities between students, faculty, and clinician leaders have created significant challenges. PurposeIdentify opportunities to strengthen collaboration between academic and clinical stakeholders to better support DNP projects and education. MethodExperienced hospital-based nurse leaders engaged in scholarly discourse supplemented by policy and research in DNP education. FindingsFacilitating a DNP project requires significant investment of time, resources, and funds from the healthcare institution. Discord has arisen due to unclear responsibilities or decision-making ability for clinical stakeholders, ethical dilemmas for students who are also employees of the clinical site, and mismatched priorities between clinical need and student/academic project desires. Clinical leaders have raised significant concerns about DNP project proposals that are research-focused, diverge from healthcare institution goals, and lack a sustainability plan. DiscussionFortification of academic-practice partnerships and clarification of roles in the DNP student project are necessary to ensure that the project is of educational value to the student, a demonstration of learning for faculty, and of sustained clinical value to the healthcare system.

Improving Students Wellbeing, Resilience and Employability Skills in Capstone Projects - Highlights of Good Practice

In recent years, there has been a significant shift towards providing comprehensive support to university students for their professional development, transferable skills, and employability. Capstone projects play a pivotal role in bridging the gap between academic learning and practical application, equipping students to navigate the challenges of their future careers (Fung, 2017) . These projects often serve as a reflection of students' growth and development, with successful completion signifying the acquisition of essential skills and knowledge in their chosen field of study. This engineering education practice paper explores the latest developments in engineering capstone project coordination, tutoring, and assessment, with a specific focus on enhancing student wellbeing. These practices aim to equip students with greater resilience, improved employability, and stronger teamwork skills, essential in the dynamic and diverse field of engineering. The intervention showcased here represents a significant enhancement for the 2022-2023 academic year in reinforcing the structure of capstone projects within the Department of Electronic and Electrical Engineering at The University of Sheffield. Initial findings indicate improvements in student wellbeing and interpersonal skills due to well-structured tutoring support and clear module deliverables guidelines.