Online · Master of Arts · Organizational Leadership: Professional Studies
Capstone Action Project
MLP-5316A
April 2020 Section 01 3 Credits 04/13/2020 to 06/07/2020 Modified 04/06/2020
Instructor
For faculty information, please refer to the course in Canvas.
Course Description
As the final and culminating course in a student’s degree program the Capstone Action Project (CAP) provides learners the
opportunity to demonstrate the integration of the program and institutional learning outcomes through a hands-on project in their
professional capacity. The planning for this course begins at the program's outset, continues through the evolution of learning, and
culminates with the student being fully prepared to implement the project during the CAP course. The specific content in the student’s
degree program provides a foundation for the research and study of action towards positive change. Students integrate their program
content, knowledge, skills, abilities, and professional experience to demonstrate how they learned to be more effective human
resources leaders for values-based, measurable, positive change.
Prerequisites
Students are enrolled in the capstone lab when they enroll at CLU. All of the three modules in the capstone lab must be completed
prior to the registration for the capstone course. The capstone course is the last course to be completed in the student degree
plan.
Objectives
Institutional Learning Objectives:
1. Demonstrate personal, professional, and social agility in serving multiple perspectives through dialogue, collaboration, and
decision-making.
2. Achieve constructive results in complex and dynamic situations.
3. Negotiate agreements for mutual gain and drive conflict resolution.
4. Evaluate real-world problems and implement successful solutions.
5. Practice the ethics of the Golden Rule as compassionate and transformative leaders.
Program Learning Objectives:
By the end of the program, students will be able to:
1. Critical Thinking: Apply analytical and imaginative conclusions to solve an issue or problem.
2. Strategic Planning: Demonstrate the ability to apply strategic planning in a field of study.
3. Professional Skills: Apply disciplinary competence to lead people to effectively work together for sustainable results.
4. Mindfulness: Apply awareness of self and the multi-faceted perspectives of others to lead in local and global contexts to reach
common goals.
5. Conflict Resolution: Assess the cause of conflict in organizational settings and apply strategies to resolve and leverage conflict in
diverse environments.
6. Ethical Leadership: Lead ethically and responsibly in positions of power in a workplace, community, or organization.
7. Strategic Communication: Demonstrate the interpersonal and engagement skills necessary for effective leaders to achieve
innovative and collaborative resolution to community and organization issues.
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8. Leadership Theories: Articulate and apply the major theories and principles of leadership, conduct analysis and recommend
appropriate change strategies.
9. Action Research: Research, design, and implement a capstone project to affect a positive change in an organization.
Student Learning Objectives:
By the end of this course, students will be able to:
1. Formulate an action research plan to address a specific need or opportunity that is relevant to the student’s degree program and
both personally and socially significant. [Developed as a prerequisite in the lab and assessed in class assignment #1]
2. Test an action research project design to address a specific need or opportunity that is relevant to the student’s degree program
and both personally and socially significant. [The student may begin carrying out the plan and collecting data as soon as they
pass IRB. Assessed in class assignment #2]
3. Elaborate on a completed action research project designed to address a specific need or opportunity that is relevant to the
student’s degree program and both personally and socially significant. [Assessed in class assignment #3]
4. Compile an action research project report designed to address a specific need or opportunity that is relevant to the student’s
degree program and both personally and socially significant. [Assessed in assignment #4]
Required Course Materials
Additional materials and media will be available through the student portal.
Action research for business, nonprofit, and public administration: A tool for
complex times
Author: James, E., Slater, T., & Bucknam, A.
Publisher: Thousand Oaks, CA: SAGE Publications, Inc.
Edition: 2012
[CLU library file] Retrieved from [Link]
direct=true&db=nlebk&AN=1720215&site=ehost-live
Weekly Activities
Weekly and Major Assignments:
1. Weekly Discussion: Each week, there is one discussion question and two peer responses required. Please see the rubric for
further direction.
2. Major Assignments: Students are required to submit four major assignments to complete the course.
3. Program Learning Reflection: At the end of the course, students reflect on their CLU coursework and evaluate mastery of Program
Learning Outcomes.
Overview: Weekly Readings and Assignments: Each week the instructor will post an introduction to the week’s activities (readings,
assignments, etc.). Please check the course module for more specific details and instructions. The content in the modules is subject
to minor change.
Week 1: Updating the Initial Chapters of the Capstone Paper
Learning Objectives:
1. Finalize capstone lab papers as chapters for capstone report.
2. Design a project management plan for the 8-week capstone course.
Required Readings: None
Recommended Readings:
Claremont Lincoln University (2019). Capstone archive. [Lib guide]. Retrieved from [Link]
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Students are encouraged to review example projects for ideas on what to include in their capstone papers.
Students should read these papers with a critical eye for what the writers do well, what could be improved, and how to apply
these insights to their own work.
Media:
English 191. (2013, October 14). Lecture 3.3: The 20 most common grammar and mechanical errors. [Video file]. Retrieved from
[Link]
Project Management Videos. (2018, November 5). Project planning for beginners – project management training. [Video file].
Retrieved from [Link]
Discussion Question:
Introduce yourself to the class by stating the topic for your project, its social and personal significance, and how your project
relates to your degree plan. Then post an 8-week timeline that addresses how you will complete carrying out your action project
as well as completing course assignments. Include what you want to achieve, who will be involved, and deliverables on your
timeline. In your replies to each other suggest additional resources to your peers and make observations and suggestions for their
project plans.
Assignment #1: Compile Chapters 1-3 of Capstone Template
For assignment number one, students need to proofread and revise chapters one through three of the capstone template
previously drafted in the capstone lab. The draft submitted should reflect the most up to date and accurate version of the
capstone project concept, include the problem/opportunity to be addressed, both theoretical and practical literature related to
that issue, and the action plan on how that problem/opportunity will be researched.
Assignment #1 Rubric
Element from Directions Points Points
Possible Earned
Chapter one addresses the topic selected and the topic’s personal and social significance. 15
Chapter two provides appropriate literature to support the project, including both theory and practice. 15
Chapter three includes goals, methods, and measurements for facilitating the project with sufficient rationale. 15
Includes a variety of credible source support from the course materials with citations and source information 15
referenced in APA format.
Written at a graduate level with proper grammar, mechanics, organization (introduction, body, and conclusion) and 20
editing.
Total 80
Week 2: Action Research and Collecting Results
Learning Objectives:
1. Collect project data.
2. Report project progress.
Required Readings: None
Recommended Readings:
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Claremont Lincoln University (2019). Capstone archive. [Lib guide]. Retrieved from [Link]
Students are encouraged to review example projects for ideas on what to include in their capstone papers.
Students should read these papers with a critical eye for what the writers do well, what could be improved, and how to apply
these insights to their own work.
Media:
MeanThat. (2016, March 17). Research strategy: Action research. [Video file]. Retrieved from [Link]
Discussion Question:
Update the class on your project's progress. What measurable actions have you taken and what data have you collected?
Highlight any obstacles you have faced and how you are addressing those obstacles. In your replies, be sure to provide
suggestions for addressing obstacles in action research.
Week 3: Carrying out Action Research and Collecting Results
Learning Objectives:
1. Collect project data.
2. Report project progress.
Required Readings:
James, E., Slater, T., & Bucknam, A. (2012). Action research for business, nonprofit, and public administration: A tool for complex
times. Thousand Oaks, CA: SAGE Publications, Inc. [PDF File].
Chapter 7: Analyzing and reporting results (pp. 201-236)
Recommended Readings:
Claremont Lincoln University (2019). Capstone archive. [Lib guide]. Retrieved from [Link]
Students are encouraged to review example projects for ideas on what to include in their capstone papers.
Students should read these papers with a critical eye for what the writers do well, what could be improved, and how to apply
these insights to their own work.
Media:
Southhampton Education School. (2012, August 14). Analysing questionnaires. [Video file]. Retrieved from
[Link]
Southhampton Education School. (2012, August 14). Analysing your interviews. [Video file]. Retrieved from
[Link]
Discussion Question:
Based on this week’s required readings, what is your plan for organizing and reporting data? In your replies, discuss the strengths
and weaknesses of each plan or organizing and reporting data.
Week 4: Submit Chapters 1-4 of the Capstone Paper
Learning Objectives:
1. Organize data for results.
2. Submit a results chapter for the capstone paper.
Required Readings: None
Recommended Readings:
Claremont Lincoln University (2019). Capstone archive. [Lib guide]. Retrieved from [Link]
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Students are encouraged to review example projects for ideas on what to include in their capstone papers.
Students should read these papers with a critical eye for what the writers do well, what could be improved, and how to apply
these insights to their own work.
Media:
Get Your Qual On. (2017, January 12). Ep. 5. Bricolage: How to make something from “nothing.” [Video file]. Retrieved from
[Link]
Ward, B. (2016, February 9). How to create an APA formatted table in Microsoft word. [Video file]. Retrieved from
[Link]
Discussion Question:
What did you find most challenging in collecting and organizing your data? What advice would you give to future students for data
collection and reporting? In your replies, comment on the challenges your peers highlight and respond how you could apply
suggestions in your own work.
Assignment #2: Submit chapters one through four.
Based on faculty feedback for assignment one, students are to submit a revised version of chapters one through three as well as
chapter four of the capstone paper. Chapter four will document project results to this date. For students who are still collecting
data, they should indicate what data they still need to gather and their timeline for gathering that data.
Assignment #2 Rubric
Element from Directions Points Points
Possible Earned
Revisions are completed to chapters 1-3 based on instructor feedback. 30
Chapter four includes a narrative of the actions taken by the research and participants as well as how those actions may 10
have been different from the original plan and why.
Chapter four includes detailed examples of results from actions taken or addresses an appendix where these results are 10
detailed.
Chapter four includes an organized assessment and report of the data with conclusions drawn from results of the data. 10
Includes a variety of credible source support with citations and source information referenced in APA format. 10
Written at a graduate level with proper grammar, mechanics, organization (introduction, body, and conclusion) and 10
editing.
Total 80
Week 5: Project Reflections
Learning Objectives:
1. Reflect on results of the capstone project.
2. Document strengths and weaknesses of the project.
Required Readings: None
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Recommended Readings:
Claremont Lincoln University (2019). Capstone archive. [Lib guide]. Retrieved from [Link]
Students are encouraged to review example projects for ideas on what to include in their capstone papers.
Students should read these papers with a critical eye for what the writers do well, what could be improved, and how to apply
these insights to their own work.
James, E., Slater, T., & Bucknam, A. (2012). Action research for business, nonprofit, and public administration: A tool for complex
times. Thousand Oaks, CA: SAGE Publications, Inc. [PDF file].
Chapter 8: Final touches and emancipatory potential, pp. 237 – 254
Media:
Meierdirk, C. (2017, July 13). Schon’s reflective practice. [Video file]. Retrieved from [Link]
Preceptor Education Program. (2015, October 9). What is reflective practice? [Video file]. Retrieved from
[Link]
Preceptor Education Program. (2015, October 9). Why is reflection important? [Video file]. Retrieved from
[Link]
Discussion Question:
Discuss the strengths and weaknesses of your project. In your peer replies, suggest how project weaknesses could be addressed.
Week 6: Project Recommendations
Learning Objectives:
1. Reflect on results and recommendations of the capstone project.
2. Create first draft of the capstone paper’s final chapter.
Required Readings: None
Recommended Readings:
Claremont Lincoln University (2019). Capstone archive. [Lib guide]. Retrieved from [Link]
Students are encouraged to review example projects for ideas on what to include in their capstone papers.
Students should read these papers with a critical eye for what the writers do well, what could be improved, and how to apply
these insights to their own work.
Media:
Get Your Qual On. (n.d.) Ep. 6: Oh No! How will I generalize my qualitative data? [Video file]. Retrieved from
[Link]
Get Your Qual On. (n.d.) Ep. 8: Making a difference with qualitative research [Video file]. Retrieved from
[Link]
Discussion Question:
Reflect on the lessons learned from your project. What recommendations do you have for future projects of a similar nature? In
your replies, note how these lessons learned and recommendations can “make a difference” on both a personal and social level.
Assignment #3: First Draft of Chapter Five
Based on feedback from the instructor, students will now continue revisions of the paper’s first four chapter and add chapter five.
Assignment #3 Rubric
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Element from Directions Points Points
Possible Earned
Chapters 1-4 demonstrate revisions based on instructor feedback. 30
Chapter 5 includes personal reflections from the researcher where the researcher self-evaluates their 10
effectiveness.
Chapter 5 includes a discussion of project strengths and weaknesses. 10
Chapter 5 includes recommendations for project “next steps” or for future projects of a similar nature. 10
The paper includes a variety of credible source support with citations and source information referenced in APA 10
format.
Written at a graduate level with proper grammar, mechanics, organization (introduction, body, and conclusion) and 10
editing.
Total 80
Week 7: Logging Project Impact
Learning Objectives:
1. Log project impact with the Capstone Intake Form.
2. Continue paper revisions and updates.
Required Readings: None
Recommended Readings:
Claremont Lincoln University (2019). Capstone archive. [Lib guide]. Retrieved from [Link]
Students are encouraged to review example projects for ideas on what to include in their capstone papers.
Students should read these papers with a critical eye for what the writers do well, what could be improved, and how to apply
these insights to their own work.
Media:
301 Academic Skills Center. (2016, November 23). University of Sheffield - What to look for when proofreading. [Video file]
Retrieved from [Link] [Note: While the video says not to use US English, for CLU students should
follow US English guidelines.]
Mylearningadvisor. (2012, October 1). English writing workshop – Editing and proofreading skills. [Video file]. Retrieved from
[Link]
Discussion Question:
As you reflect on your project, what is clearer to you now than at the beginning of the term? How can you apply the insights in the
future? In your replies, note how your peers’ new insights compare and contrast with your own.
As a second part to this post, complete the Capstone Intake Form:
[Link] Then, post
a screen shot of the last page of your capstone intake form to show completion.
Week 8: Recommendations and Reflections
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Learning Objectives:
1. Complete final version of capstone paper.
2. Celebrate learning accomplishments.
Required Readings: None
Recommended Readings:
Claremont Lincoln University (2019). Capstone archive. [Lib guide]. Retrieved from [Link]
Students are encouraged to review example projects for ideas on what to include in their capstone papers.
Students should read these papers with a critical eye for what the writers do well, what could be improved, and how to apply
these insights to their own work.
Media:
The Business Writing Channel. (2014, November 10). Five steps to improving your proofreading. Retrieved from
[Link]
Discussion Question:
Now that you have reached the conclusion of your CLU degree program, take a moment to provide “shout outs” to the people who
inspired you along the way and share some of your key takeaways from your time here. Use this as a space to celebrate each
other’s accomplishments.
Assignment #4: Final Copy of Completed Capstone Paper
This assignment has two components.
1. Students will make final revisions on their capstone papers and submit those through Canvas.
2. Students will also submit the capstone permission form that determines if their project will become part of CLU’s public
facing capstone archive.
Assignment #4 Rubric
Element from Directions Points Points
Possible Earned
Chapter 1 effectively introduces and describes a degree program relevant topic for the capstone that has both personal and 65
social significance.
Chapter 2 effectively discusses literature relevant to the capstone project that is appropriate for the student’s degree program 65
as well as socially and personally significant.
Chapter 3 effectively discusses the project plan and rationale for change that is relevant to the student’s degree program as 65
well as socially and personally significant.
Chapter 4 effectively discusses actions taken, results, and data gathered from the capstone project that is relevant to the 65
student’s degree program as well as socially and personally significant.
Chapter 5 effectively provides final reflections, evaluations, and recommendations for future work for the capstone project that 65
is relevant to the student’s degree program as well as socially and personally significant.
Final paper includes at least 20 sources and is properly formatted according to APA guidelines. 75
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Written at a graduate level with proper grammar, mechanics, organization (introduction, body, and conclusion) and editing. 100
Total 500
PLO Assessment: Please see the module in Canvas.
Course Policies
Expectations for Participation using Canvas Learning Management System
(LMS)
In order to stay engaged with the course, it is important to keep up with the readings and discussions each week through Canvas.
Discussion Question Requirements:
1. Original answer to Discussion Question posted by due date in the course module.
2. Responses to peers – At a minimum, post substantive responses to two peers.
Peer Response Content Requirements: Substantive responses to peers demonstrates critical thinking by expanding the scope of
the topic. This can be shown by taking one of the following positions and supporting with course materials:
1. Agreeing and providing more information.
2. Agreeing and providing a strategy or action steps.
3. Disagreeing and providing specific evidence.
4. Disagreeing and providing an alternative argument.
Assignment Requirements: Complete all assignments according to the specifications outlined in the course module by due date.
Grades
The following table shows the activity types contained within this course, and the point values for each individual activity to
determine the final course grade.
Activity Types Percentage of Grade Point Values Total Available
(%) Points
Course Participation: Discussion Question 20 25 each 200
(8)
Assignments (1 -3) 24 80 each 240
Assignment #4 50 500 500
PLO Assessment 6 60 60
Total 100 1000 1,000
Institutional Policies
Late Submission Guidelines
Discussion Questions:
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No late responses to classmates will be accepted.
Original discussion question answers will be accepted up to one week late with a 20 % deduction.
No original discussion questions may be accepted after one week late.
Course Assignments:
Late assignments may be accepted up to one week late with a 10 % deduction.
Grading Scale
Letter grades for the course will be based on the following grading scale.
A = 93–100% 930-1,000
A– = 90–92% 900-929
B+ = 87–89% 870-899
B = 83–86% 830-869
B– = 80–82% 800-829
C+ = 77–79% 770-799
C = 73–76% 730-769
C– = 70–72% 700-729
D+ = 67–69% 670-699
D = 63–66% 630-669
D– = 60–62% 600-629
F = 0–59% 0-599
CLU considers a class to be passed if the student receives a C (73%) or better.
Library Use Expectations
Students have access to the Claremont Lincoln University Digital Library which is available online through the University’s
website. Students are expected to access resources from the library for coursework and research purposes. For more information
and to access the library, click this link: [Link]
Time Commitment
At Claremont Lincoln University each of the course is three credit hours. The expectation for students is to spend approximately
16-17 hours per week per course participating in the discussions and completing the readings and assignments. Plan accordingly
to finish course readings and assignments by the specified due dates.
Credit Hour Policy
A 3 unit course includes work that reasonably approximates (1) not less than 6 hours of classroom or direct faculty instruction
and 10 hours of out-of-class student work each week for a 8-week term; or (2) at least an equivalent amount of work as required
above through other academic activities as established by Claremont Lincoln University leading to the award of credit hours.
Online Etiquette (netiquette)
The objective in an online discussion is to be collaborative and inclusive. Please proofread responses carefully before posting
them to make sure that they are civil, contributive, respectful, and constructive. Academic differences of opinion are welcomed
and should address the facts and theory, not the individual. For more information on the Student Code of Conduct, click this link:
[Link]
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Academic Honesty
Plagiarism is literary theft or offering the words or ideas of another as if they were one’s own, with no acknowledgment of the
source. Whenever the ideas or words used are taken from a source, this source must be given credit. This applies not only to
direct quotations, but also to indirect quotations (in which the original statement is paraphrased). Sources that must be given
credit include published books, journals, magazines, newspapers, etc., as well as other types of media (such as Internet sources,
film, video, television, radio, audio recordings, and other electronic resources, as well as lectures and the work of other students).
The principle also holds true for less direct borrowings, if the ideas in question are distinctive to the source as opposed to being
considered common currency. This is often a matter of judgment; when in doubt, students are advised to err on the side of giving
too many citations, rather than too few. The prohibition of plagiarism applies to dissertations, theses, projects, term papers, class
reports, take-home examinations, and any other work (whether in writing or in another media for communicating ideas) intended
to fulfill requirements for a class or degree program.
The University recognizes that plagiarism is culturally defined. Consequently, students not experienced in the U.S. educational
system may be asked to rewrite plagiarized work without the assumption of dishonest intent on the student’s part. Nevertheless,
under no circumstances is plagiarized work acceptable, and all students are expected to learn what constitutes plagiarism in the
U.S. educational context.
Cheating involves the use of any kind of assistance (e.g., written, oral, aural, or visual) that has not been specifically authorized.
Students are not to receive assistance from others with their coursework unless it has been clearly specified that a certain form
of assistance is permissible (e.g., in the preparation for, as distinct from the actual writing of, the examination), or that an
assignment is to be a collaborative effort.
Instructor Contact
The instructor will log into the course several times throughout the week to read posts, check messages, respond to students, and
facilitate the class. If there are general questions from which all students would benefit (about assignments, readings, etc.)
please post the general questions in the “Questions for your Instructor” discussion thread. If there is a private message for the
instructor, please use the “messages” function within the course module. The instructor will host virtual office hours on an
appointment basis. Message the instructor in Canvas to arrange a time.
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