Miami Lakes Educational Center

CAPSTONE PROJECT

Academy of Information Technology

2010-2011

Mr. James Parker, Principal

Dr. Ana Maria Lopez-Ochoa, Vice Principal

Ms. Valentina Diaz, Assistant Principal

Mr. Michael Tandlich, Assistant Principal

Capstone Project Committee

Mr. Michael Tandlich, Assistant Principal

Ms. Glenda Algaze, Health Academy Leader

Mr. Michael Bevilacqua, Entrepreneurship,Industrial & Technical Academy Leader

Mr. Matias Oxidine, Communication & Entertainment Academy Leader

Mr. Marlon Vernon, Information Technology Academy Leader

Ms. Erica Evans, Cambridge Academy Leader

5780 NW 158th Street

Miami Lakes, Florida 33014

(305) 557-1100

TABLE of CONTENTS

Letter to Students: The Capstone Project at MLEC...... 3

Capstone Project Overview……………………………………………………………………4

Requirements for Successful Completion of Capstone Project...... 5

Pacing Guide – 2010-2011 School Year...... 6

Consequences of Failure to Meet Deadlines...... 7-8

Approval of Senior Project Research and Product...... 9

Parent Consent Form...... 10

Topic Selection Guidelines...... 11

Sample Topic to Product Ideas...... 12

Letter of Intent “Yes” Test...... 13

Student Research Paper Guide...... ………………….14-18

APA Stylesheet………………………………………………………………………………19-26

Mentor Items

Mentor Information and Agreement Form...... 27

Mentor Hours Verification Log...... 28

Final Product Verification Form...... 29

Mentor Thank-you...... 30

Product Self-Evaluation Form...... 31-32

Portfolio Guidelines...... 33

Portfolio Checklist...... 34

Portfolio Evaluation Rubric...... 35-36

Letter to the Judges Format...... 37

Presentations: A Guide...... 38-39

Further Suggestions for Your Presentation (Toastmasters)...... 40

October 18, 2010

Dear Student,

As you are aware, all MLEC students are required to complete an approved “Capstone Project.” This project is designed to be an exciting and rewarding experience that allows you to showcase the skills and expertise that you have been developing throughout your high school education. Most importantly, the Capstone Project encourages you to engage in an in-depth exploration of a specific career area or topic of interest. A Capstone Project Student Handbook has been developed to help you through the phases of the project. With a commitment to selecting a project that truly reflects your interest, careful planning of your time, and following the suggested timeline, your Capstone Project can be a rewarding learning experience.

Good Luck!

MLEC Capstone Project Committee

THE IT ACADEMY CAPSTONE PROJECT OVERVIEW

THE PURPOSE OF THE CAPSTONE PROJECT:

The Capstone Project at MLEC is an opportunity for you to demonstrate what you know and to showcase your achievement. It integrates knowledge, skill and concepts from your program of study into one culminating project. It must be successfully completed as a component of your senior English and Technical classes

The Capstone Project is a fitting conclusion to your high school education. Through the project, you are able to demonstrate accumulated skills in time-management, research, problem-solving, human interaction, organization, and public-speaking. This is appropriate as the culmination of your senior education because these are the very skills and abilities which you will be expected to demonstrate as college students and/or employees.

THE FOUR PHASES OF THE CAPSTONE PROJECT:

  • The first is a research paper or ‘documented paper’. You must research and document information on a subject of your choice -- a subject in which you have an interest, but are not already an expert. Your research must be a stretch beyond what you already know. As part of your research, you must obtain a mentor to assist in advising you throughout the project. Preferably, the mentor should be a leader in the field selected and not employed at your school. Your mentor must be someone who is knowledgeable or a professional in the area of your interest. Your mentor will be assisting and evaluating your product from start to end.
  • The second phase requires you to apply the information you have gained from your research to manufacture a "product." Your product may be an actual physical product, a performance or demonstration, design or a service. There must be a clear relationship between your research and your product. Select a product within your financial budget, keeping in mind that you are not expected to spend money in order to complete the Project
  • The third phase of the Project is the portfolio. You must keep good records of your progress and preserve everything in a portfolio that demonstrates your journey throughout the entire Capstone Project. These documents include personal notes, photographs, time logs with your mentor, journal entries, receipts, letters, your research paper, etc. Although components of the portfolio will be graded throughout the year, your English and Technical teachers will grade the entire portfolio for completeness and aesthetics at the end of the semester.
  • The final phase of the project will be the presentation. This will be a speech of between ten to fifteen minutes, given before a board of judges preferably from industry. You will be assigned a date and time for your board well in advance.

REQUIREMENTS for SUCCESSFUL COMPLETION of CAPSTONE PROJECT

PAPER

  1. Two copies of final paper (one for grading, one for portfolio)
  2. Five sources minimum. A personal interview counts as a source.
  3. .APA Documentation (Inquire with your Language Arts teacher)
  4. Five to seven typed, double-spaced pages in 12 point type
  5. One inch margins
  6. Works Cited page
  7. Mixture of writer's words, quotes, paraphrases
  8. Free from plagiarism (Plagiarism is cheating and results in an automatic zero on the paper. It also prohibits your continuing with the other components of the project.)
  9. Turned in on or before due date

PRODUCT or DESIGN

  1. Minimum of ten contact hours with mentor
  2. Mentor time log required, with mentor's signature for each contact
  3. Product may be tangible, service oriented, or skill-based
  4. Product must present a learning stretch, taking you beyond what you have ever done before
  5. Product related to research
  6. Product completed by student, NOT by mentor or parent

PORTFOLIO

  1. Title page
  2. Table of Contents
  3. Letter to the Judges
  4. Signed Parent Consent Form
  5. Signed Consequences of Failure to Meet Deadlines Form
  6. Approved Letter of Intent
  7. Clean copy of Research Paper
  8. PowerPoint of Product or Design
  9. Signed and completed Mentor Logs
  10. Mentor Information Form
  11. Thank-you note to mentor
  12. Self Evaluation of Product
  13. Mentor Final Verification of Product Form
  14. Supplemental items including resumes, certificates, awards, pictures, letters, plans, receipts, mentor evaluation form

PRESENTATION

  1. Between 10 and 15 minutes long
  2. Judged on content and delivery
  3. Appropriate business-style dress
  4. Visual to enhance understanding of product (poster, outline on flip chart, photo collage, PowerPoint, tangible product)
  5. Portfolio available to panel of judges preferably from industry

PACING GUIDE: 2010-2011 School Year

Dates / Events
September 2010 / Introduction of Capstone Project; decide upon research and product
October 2010 / Approval of Project Topic & Documented Paper by Technical Teacher
Sept 2010- April 2011 / Classes work on Documented Paper & Project according to teacher schedules
Jan 7, 2011 / Signed Parent Consent Form due
Jan 14, 2011 / Letter of Intent Due to English Teacher & Technical Teacher
Jan 28, 2011 / Deadline for securing a mentor to guide your research paper/product
Jan 28, 2011 / Signed/completed Mentor Information and Agreement Form returned to Teacher
Feb 1 - 4, 2011 / Verification of mentors by Technical Teachers
March 25, 2011 / Deadline for Preliminary draft, note cards/outline
April 15, 2011 / Deadline for completion of research paper (Can be modified by Teachers)
April 29, 2011 / Power Point Presentation (Draft) to CTE Teacher
April 29, 2011 / Deadline for 10 mentor hours – Work with mentor completed
April 29, 2011 / Mentor Log due to Technical Teacher
May 2, 2011 / Academies contact mentor to verify mentor hours
May 6, 2011 / Thank-you note to mentor due
May 6, 2011 / Product Evaluation Form due
May 6, 2011 / Deadline for receipt of Mentor Evaluation Forms to Technical Teachers
May 6, 2011 / Deadline for receipt of Final Product Verification Form to Technical Teachers
May 13, 2011 / Portfolios due (Final Product)
May 12-13, 2011 / Power Point Presentations- Final Review by CTE Teacher
May 16-20, 2011 / IT Academy Capstone Project Presentations

CONSEQUENCES of FAILURE to MEET DEADLINES

One of the most important skills that the Capstone Project teaches is time-management. By breaking up the components into required deadlines, students will learn how to take a project and tackle it in manageable segments. This is a vital skill both for college and for the workplace.

Students must also learn to meet deadlines. If a deadline is not met, consequences will follow as outlined below. Students MUST do each of the following components in the order in which they are assigned. Since each component of the Senior Project must be completed before the next component is begun, it is vital that students complete assignments on time.

Deadlines for due dates have been set by the Capstone Project Committee and are NOT at the discretion of individual teachers. Failure to meet a deadline will result ina penalty of 10 points (or 10%) for each day late up to 3 days; after the third late day, the final grade on that component will be an F. Please note, all material for the component must be submitted even if the work is more than three days late (grade = F) in order to continue with the remainder of the Project. If a student feels that he/she has a legitimate excuse for being late on a component and should not be penalized, the student will have to address the Capstone Project Committee to make a personal appeal.

REMEMBER: Failure to complete one or more components of the Capstone Project will

result in an F on that component.

  1. DOCUMENTED PAPER – 10% of second semester grade

Your technical teachers MUST approve both your research paper and your product.

Your English teacher will break the research paper into required components, including a thesis statement, an outline, note-cards, a rough draft, and a final draft. Be sure you are aware of all the deadlines and that you meet them. A copy of the research paper (rough draft and final version must be furnished to both the language arts and technical teacher.

II. PRODUCT (in conjunction with a legitimate mentor) 5% of semester grade

Students who have been approved for a product may secure a mentor and begin working on their product even though their research paper has not been completed. This is to allow students to have as much time as possible to complete the required 10 contact hours with their mentor. (Remember, students who fail to complete their research paper cannot get credit for work they have done with a mentor.)

Mentors and technical teachers will ultimately be responsible for grading students on their product. The mentor evaluation form containing the grade must be mailed, faxed or hand-delivered to the school (addressed to your technical teacher) by the stipulated deadline. Students are responsible for reminding their mentors to get the evaluation forms returned on time.

III. PORTFOLIO of semester’s work (5% of semester grade)

Students will keep a portfolio of their semester’s work, which will ultimately be graded for completeness by their English teacher. Students MUST have completed their research paper, and the school must have received the Mentor Evaluation Form in order for the student to be eligible for a portfolio grade.

  1. PRESENTATION (5% of semester grade)

Students who have successfully completed all three previous components by the deadlines established are eligible to give a presentation on the evening of the boards.

I understand the above information and agree to accept the consequences for failing to comply with the requirements.

Signature of Student: ______Date: ______

I understand the responsibilities of my son/daughter in submitting materials by the deadlines established and in maintaining academic honesty and integrity.

Signature of Parent: ______Date: ______

Name ______Date ______

JUNIOR CASE STUDY APPROVAL of

RESEARCH TOPIC/PRODUCT PROPOSAL

What topic would you like to document/research? Be sure to limit the topic to a manageable one.

______

How would this research be a “learning stretch” for you (something challenging, that you’ve never investigated before)? ______

What product would you like to work on that is connected to your research topic?

______

How would doing this product be a “stretch” for you (something challenging, that you’ve never done before)? ______

______

On my honor, the above information is true and accurate: ______

Student Signature

Action taken:

______Research Topic approved______Research Topic rejected

______Product Proposal approved ______Product Proposal rejected

Reason for rejection (need to resubmit proposal): ______

Signature of English teacher or Technical teacher required:

______Date ______

This form should be placed in your portfolio after your Letter of Intent, as documentation of approval of your research topic and product.

PARENT CONSENT for SELECTED PROJECT

As the parent or guardian of ______, who is a senior enrolled at Miami Lakes Educational Center, I am aware that the Capstone Project, conducted through my son/daughter's senior English and technical classes, will comprise 25% of his/her English and vocational grade. The research paper will be 10% of the grade; the Portfolio, Product, and Presentation will each be 5 %.

For the research component, my son/daughter has decided upon the following topic: ______

For the product related to this research, my son/daughter is planning to do the following: ______

My son/daughter estimates that completing this product will involve a cost of approximately $______, and that this is a reasonable expense.

I fully understand that the selection of the product component is a decision made independently of the staff and the administration of Miami Lakes Educational Center. All consequences of the product choice, production, or experience--unless otherwise stated--rest solely with me and my son/daughter. ______has my permission to complete this product.

I release the school, the school district and its employees from all claims arriving from financial obligation incurred, or damage, injury, or accident suffered while my son/daughter participates in the product component that he/she has chosen. I also realize the research and product must present a "learning stretch" -- something that my son/daughter has NOT done before.

Finally, both I and my son/daughter understand that plagiarism is using another author's words or ideas without giving credit. I am aware that if my son/daughter plagiarizes any part of the research paper, he/she will receive a zero on the entire paper and will not be allowed to continue with the remaining parts of the Senior Project. This will result in a zero for 25% of his/her senior English grade.

______Date ______

Parent/Guardian signature

Home telephone number: ______Work telephone number:______

Email Address: ______(please print clearly)

______Date ______

Student signature

TOPIC SELECTION GUIDELINES

  • The research topic should be one in which you are highly interested, but not yet an expert
  • The research topic should be broad enough to allow you access to enough information, but narrow enough to make the research scope reasonable. For example, a student choosing the topic Wireless LANs would find it impossible to include everything about wireless technologies (home networking, all wireless standards, various access points, various antennas, etc). On the other hand, a student choosing to research the Application of Wireless LANs would probably have difficulty find enough information. A more reasonable topic might be Designing a wireless LAN for a company with specific host and application requirements
  • The research topic should be one that is intellectually and creatively challenging. Take care not to choose a topic that is limited to relatively simple ideas or one that has little application or extension possibilities. Such a choice would make the resulting paper, product, and presentation uninteresting for both you and the judges. The topic should represent an intellectual s-t-r-e-t-c-h for you and one that is worthy of investigation.
  • Be mindful that your topic should lend itself to the creation of a product, learning of a skill, or performance of a service. Choose your topic with the ultimate product in mind. Some students even begin by determining something they would love to do or make (product) and tailor their research topic around their product.
  • Avoid choosing topics that might involve expenses that you are not prepared to handle. There is no required expenditure for the research or the product. If you do not drive, do NOT plan research that requires your going to distant locales; if you do not have much money, do not plan research that will involve purchasing costly equipment or committing you to a series of expensive lessons. Keep in mind that your grade on the research/product is not affected by your expenditures.
  • Topics that are illegal, immoral, dangerous to you or to someone else, or prohibited by Cobb County schools will not be approved. For example, avoid experiments that are potentially explosive; stay away from activities such as handling poisonous snakes; steer clear of investigations of pornography web sites or other unsavory areas; do not connect your product to any type of weapon.
  • Primary research shows originality and intellectual maturity. Choose a topic that will allow you to do a personal interview, survey, scientific experiment, etc. for research.
  • Before making your final choice, do some preliminary research. Investigate your main areas of interest to be sure that you can locate abundant research material to complete your paper. This exploration might open new possibilities for your final topic.
  • Use good judgment when selecting your topic. Not only must your topic be approved by your parents and your teacher, but your ultimate presentation must be appropriate for a review board of community and faculty judges. Select a topic that is complex enough to warrant your time and one that you will be proud to share with others. Do not waste time investigating topics that will be rejected.

SAMPLE IDEAS: RESEARCH AREA TO PRODUCT