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Office of the Provost > Capstone Course Descriptions

Capstone Course Descriptions


AGEC 451, Economics of Agricultural Policy

Synthesizing Project

As one of the course requirements, students are required to form small groups and write a course research paper on an agricultural program of each group's choice. The course research paper is to provide both a discussion of the historical development of the program and an economic analysis of the effects of the agricultural program. Developing the economic analysis of the program requires the synthesis and application of analytical tools acquired in previous economics and agricultural economics courses.

Communications Skills

Each member of each student group must work on communication skills-both written and oral-as part of the process of developing the course research paper. Two drafts of the research paper are turned in to the professor teaching the class for written comments and direction prior to evaluation of the final paper. Grades for the course research papers are based both on their analytical content and on the overall quality of the written presentation (grammar, clarity of organization, and so forth).

Catalog Descriptions

AGED 462, International Extension Systems

Synthesizing Project

After reviewing current international extension issues, students will work in small groups to assess case studies and work toward a real-world solution. Individual case studies selected by students must be approved by the instructors and will require elements of creativity, analysis, synthesis, evaluation and interaction between MSU faculty and Extension Service stakeholders.

Communications Skills

Students must interact and communicate with the agricultural extension stakeholders, research faculty and team members to properly identify the characteristics of the problem and its economic, social and environmental impacts upon the Extension systems in other countries. Each group is required to write an extensive, minimum 9 page report. The report will begin with a proposal draft that is reviewed and approved by the instructor. Upon completion of the final report, the students will deliver a multi-media presentation to class participants.

Catalog Description

ANTH 422, Anthropological Theory

Synthesizing Project

Students select an important figure in the history of anthropological practice and engage in focused inquiry on the theories of the selected scholar as well as the social and historical contexts that help situate their chosen scholar's work. As part of this project, each student must draw on skills and understandings garnered from previous anthropological course work in order to generate a project proposal, conduct library and/or archival research, carry out a critical and informed analysis of available materials, and construct a synthetic formulation of their research findings. Drafts of projects are submitted in written form for peer and/or professorial review and then resubmitted to take into account the critical comments. Projects are also presented in an oral form to their professor and peers in order to stimulate debate and respond to inquiries in an informed and scholarly manner.

Communications Skills

Students write several lengthy essays on topics of central concern in the history of anthropological theory, conduct the research project described above, and formally present their papers to their professor and peers.

Catalog Descriptions

ANTH 425R, Social Organization

Synthesizing Project

Students select a topic of central concern within the core anthropological domains of kinship, social organization, and identity construction and engage in focused inquiry on the selected topic. As part of this project, each student must draw on skills and understandings garnered from previous anthropological course work in order to generate a project proposal, conduct library and/or archival research, carry out a critical and informed analysis of available materials, and construct a synthetic formulation of their research findings. Drafts of projects are submitted in written form for peer and/or professorial review and then resubmitted to take into account the critical comments. Projects are also presented in an oral form to their professor and peers in order to stimulate debate and respond to inquiries in an informed and scholarly manner.

Communications Skills

Students write several lengthy essays on topics of central concern in the study of kinship, social organization, or identity construction, conduct the research project described above, and formally present their papers to their professor and peers.

Catalog Descriptions

ARCH 456, Architectural Design IV

Synthesizing Project

The course requires students to program an architectural problem, use analytical and intuitive methods, and synthesize their previous coursework into one creative and responsible solution. The solution should integrate written, graphic, and verbal presentation methods. The solution also integrates previous coursework in structures, lighting, HVAC, history/theory, building construction, architectural graphics and other previously required courses.

Communications Skills

A formal presentation and defense of the final project is held at the end of the semester, where graphic, three-dimensional models, and written descriptions are utilized to demonstrate their ability to synthesize their undergraduate education. The reviewing committee is comprised of three faculty from the School of Architecture.

Catalog Description

ART 490, Undergraduate Research/Creative Activity

Synthesizing Project

Studio Arts students are required to synthesize their artistic education through a senior project in their discipline. This project is supervised by faculty, and students are required to present their work in the form of a body of creative artwork and written artist statements in the graduating seniors exhibition. Emphasis of this final project will be on portfolio preparation.
Art History students are required to synthesize their art history education through scholarly research which culminates in a written thesis. This project is faculty supervised, and students are required to present their work in a thesis paper and presentation.
Art Education students are required to synthesize their art education through a series of creative projects and a written paper. These projects are faculty supervised and culminate in the graduating seniors exhibition.

Communications Skills

Studio Arts students will demonstrate their ability to express verbally an understanding of the art and graphic design they produce as well as art and design produced by peers. This is accomplished through formal critiques, both individual and in small groups, under the direction of one or more faculty members in the School of Art.
Art History students present the results of their research in the form of a written paper. This paper demonstrates the common elements and vocabulary of art, the ability to place works of art in historical and stylistic context, and to form and defend value judgments about art.
Art Education students will demonstrate their ability to express verbally an understanding of a variety of basic studio skills, competencies, and strategies related to artistic experiences. This is accomplished through formal critiques, journal writing, and group discussions.

Catalog Description

BIOL 443, Current Topics in Evolutionary Biology

Synthesizing Project

Students are required to gather data from the literature to test the predictions of an evolutionary theory that is currently debated in the pages of leading science journals such as Nature, Science, or Trends in Ecology and Evolution. Data will be gathered with regard to the appropriate analytical methodologies. The theory chosen must integrate several diverse aspects of biology. A good choice involves theories of human behavior because they include nearly all the ramifications of natural selection theory as well as theories of molecular evolution and host-parasite relationships that explain generally the origin and maintenance of sex.

Communications Skills

Books or individual scientific articles will be read that relate to the synthesizing project. A small proportion of randomly selected students will lead the discussion each week and oral participation is required by all. The intent is to have students learn to effectively communicate complex concepts that lie at the heart of evolutionary theory.

Catalog Descriptions

BIOL 451, Biomedical Sciences Senior Seminar

Synthesizing Project

Each student will select a topic from any area of their biomedical studies, including genetics, developmental biology, cell or molecular biology, neuroscience or physiology. S/he will read several papers from the current research literature in that area, and prepare an oral presentation and a paper on that topic. The paper can be written in either of 2 formats: a) a review of current research progress, with an identification of current challenges and projections about future research directions, or b) a short but well- defined grant proposal. Writing such a scientific paper in a professional format will require the students to analyze and evaluate the existing literature, and to develop their own interpretation and ideas for future directions or specific research projects.

Communications Skills

The oral presentations will require them to apply the knowledge gained in course work to select, understand and present the paper. Visual aids and the appropriate use of communication skills will be considered important parts of the presentation. The audience of other students and faculty will discuss the paper with the presenter and critique the content, preparation, and presentation of the paper. The written paper required for each student will likewise be evaluated on the basis of written communication skills as well as content. Both of the paper formats will develop skills that a biomedical sciences major will need to carry out their future professional responsibilities.

Catalog Description

BUS 474, Business Senior Seminar

Synthesizing Project

BUS 474 is the singular capstone course in the undergraduate College of Business curriculum, taken by business students in all four options in the last or penultimate semester before graduation and only after all core business courses have been completed. The course is based on the proposition that a company achieves sustained success if and only if its managers, first, have an astute, timely, strategic plan that balances objectives and operations in marketing, finance, accounting, and management and, second, implement and execute that plan with proficiency across all business functions. Foundational principles of business strategy provide the platform for students to achieve the primary course objective: to demonstrate and deploy their integrated business skills.

During the first half of the course, students from each of the four option areas (accounting, finance, management, or marketing), working independently and in multi-disciplinary teams, are challenged to integrate the knowledge they have gained in their core business curriculum with their option-specific expertise to analyze complex business situations and to make actionable recommendations in written and oral presentations. During the second half of the course, students work in small multi-disciplinary teams to manage a company in a sophisticated computer simulation of the international athletic footwear business (The Business Strategy Game). Using strategy principles gained in the first half of the course along with business skills acquired in core Business classes and upper-division option courses, each team formulates and executes a company strategy to gain and sustain a competitive advantage. Teams operate their companies, in competition with other teams, for ten simulated years. In addition to completing multiple industry and company analyses as the simulation unfolds, at the end of the simulation each team prepares both a written report and a formal executive briefing detailing the impact of their business decisions on their competitive outcome. Grades are based upon qualitative and quantitative insights into the competitive dynamics that determined their competitive outcome, as well as the team’s ability to effectively communicate insights and learning to the instructors.

Communication Skills

In addition to multiple individually prepared analyses, students working in teams must prepare a professional business quality written report and a formal executive business briefing on their company performance in the business simulation described above. The team's ability to communicate clearly results and reasoning to instructors is considered in grading the assignment.

Catalog Description

BCHM 401, Capstone Seminar

Synthesizing Project

Students present the individual research that they have performed in a research group, usually within and sometimes outside the Department of Chemistry and Biochemistry. This research and its presentation, as well as the discussions throughout the capstone course, require the whole range of knowledge and scientific skills that our students acquire in our program. This truly represents a synthesis, often very rewarding to the student, of his or her undergraduate education.

Communication Skills

The development of scientific communication skills is at the focus BCHM 401C. At the beginning of the course, the undergraduate students listen to presentations by faculty, post-doctoral fellows, and graduate students. They participate in the discussions following each presentation. In the latter part of the course, the students prepare and present their own seminars to their peers and to visiting department faculty and graduate students. They are evaluated on the quality and clarity of their presentation, which usually covers highly technical material. The students also have to attend a number of additional seminars, evaluate, and submit reports on these seminars in a timely fashion.

Catalog Description

CET 408R, Construction Management

Synthesizing Project

Students complete four projects which require them to synthesize material learned throughout the curriculum:

  1. Site Investigation Report
  2. Facility Construction Proposal
  3. Safety Inspection
  4. Written Safety Program

Items 1, 2, and 4 are accomplished in teams of three students. The site investigation is used in the creation of the proposal. The safety program encompasses the construction organization used in the proposal.

Communication Skills

All four projects are graded for both written communication correctness and technical content. The communications component of the grade is weighted 20-50 percent. Additionally, the final examination for this course is a 60 minute oral presentation by each team defending their written proposal.

Catalog Descriptions

CE 457R-458R, Senior Project I & II

Synthesizing Project

Students solve real engineering problems provided by practicing professional engineers. Students have to utilize all of their technical knowledge and analytical skills in order to produce effective solutions of these problems. The engineers who provide problems for senior design teams participate in the assessment of the student teams' solutions.

Communication Skills

Each student team works on a real engineering problem provided by practicing professional engineers. The team develops a proposal and an initial design in CE 457. They will present interim and final reports both orally and in writing. The team develops its final design in CE 458. They will present interim reports and final designs both orally and in writing.

Catalog Descriptions

CHBE 411R-412R, Chemical and Biological Engineering Design I & II

Synthesizing Project

This project requires the integration of all material into the design considerations. Each student group is required to submit a formal design written report and make a 20-30 minute oral presentation to the entire class at the end of each semester.

Communication Skills

Each student group (usually 4 persons per group) meets weekly with a faculty member. They are required to present a one or two page report of their progress and also participate in oral discussion. Each student group is required to present at the end of each semester their formal report and make a oral presentation to the entire class.

Catalog Descriptions

CHMY 494, Seminar/Workshop

Synthesizing Project

Students present the individual research that they have performed in a research group, usually within and sometimes outside the Department of Chemistry and Biochemistry. This research and its presentation, as well as the discussions throughout the capstone course, require the whole range of knowledge and scientific skills that our students acquire in our program. This truly represents a synthesis, often very rewarding to the student, of his or her undergraduate education.

Communication Skills

The development of scientific communication skills is at the focus CHEM 401. At the beginning of the course, the undergraduate students listen to presentations by faculty, post-doctoral fellows, and graduate students. They participate in the discussions following each presentation. In the latter part of the course, the students prepare and present their own seminars to their peers and to visiting department faculty and graduate students. They are evaluated on the quality and clarity of their presentation, which usually covers highly technical material. The students also have to attend a number of additional seminars, evaluate, and submit reports on these seminars in a timely fashion.

Catalog Descriptions

CS 450, Compilers

Synthesizing Project

Students, working in small teams, develop a compiler for a small programming language as their class project. The project requires synthesizing and applying knowledge from virtually every other required computer science course, including Operating Systems for the interaction of a compiler with its computing environment, Theory of Computation for the computational and definitional models underlying compiling, Software Engineering for the principles of large scale program development and team dynamics, Computer Organization and Systems Programming for an understanding of the target hardware and target machine language of a compiler, Programming Languages for an appreciation of the semantics that must be embodied in a compiler, Data Structures and Algorithms for implementation of the many components of a compiler, Program Design and Analysis as a basis for choosing efficient implementations, and advanced programming techniques.

Communication Skills

Students work in small teams, which develops the team communication skills that are crucial to success in the computing industry. Each team must make oral presentations on project progress during the semester to other team members and to the laboratory instructors. The completed project itself constitutes a major activity in written communication, as it consists of about 100 pages of program source code, complete with clear comments documenting the compiler, as well as a friendly user interface. The final written team project is submitted at the end of the semester. Representative samples of these reports are reviewed by the department's advisory committee for an external evaluation of project quality.

Catalog Descriptions

CS 490, Undergraduate Research

Synthesizing Project

Students taking this course have pursued a minor of choice. A typical project requires two students to work together to propose and carry-out a project that relates computing to their minor(s). This will typically involve constructing and evaluating a software solution for a problem in the field of the minor. For example, Japanese Studies minors might construct and evaluate the effectiveness of software that helps beginning Japanese students learn Japanese vocabulary.

Communication Skills

Students must communicate not only with their teammates and the course instructors, but with potential stakeholders in other departments. Students write a proposal for their project, produce a poster for presentation at the MSU Student Research Celebration in April, write a 10-20 page project report and give a PowerPoint presentation describing their project.

Catalog Description

ECNS 432R, Benefit-Cost Analysis

Synthesizing Project

The course involves the application of economic theory and criteria to the evaluation of the benefits and costs of a wide variety of public policies and projects. Because the subject matter requires a firm understanding of both micro and macro economic theory, it provides an opportunity for students to synthesize what they have learned in other economic classes as well as related subjects, such as business, political science, history, and science classes. Students must select a government project, policy or regulation and investigate the benefits and costs.

Communications Skills

Students are required to write and orally present a term paper that illustrates how the benefits and costs of a particular regulation or public project are to be evaluated. The student's grade in the class is largely determined by the quality of the paper and their oral presentation.

Catalog Descriptions

EDEL 414, Professional Issues, and EDEL 410, Student Teaching

Synthesizing Project

The very essence of student teaching is a synthesizing experience. Students draw upon their prior knowledge, skills, and attitudes to perform as preprofessional teachers. As they student teach, they acquire additional experiential knowledge, leading to continued personal growth. The combination of new information from the field setting, prior knowledge from the university, and new life experiences related to, but outside the actual setting, lead the student to higher levels of performance in teaching skills, applied knowledge, and professional attitudes. This student teaching experience within a controlled setting encourages a fast learning curve and maturation process that prepares the student for entry into the profession.

Communication Skills

Communication skills are assessed as a function of the teaching behaviors. Both oral and written skills are evaluated from entry into the program through the student teaching experience. These skills are critiqued through observations during field experience and include: the para-professional experience, teacher-student interactions, direct instruction and effective observations with supervisory personnel from the public schools and university faculty.

Catalog Descriptions

EDSD 413, Professional Issues, and EDSD 410, Student Teaching

Synthesizing Project

The synthesizing project for students in the secondary education program is the student teaching experience. Students are expected to demonstrate teaching competency in their major content teaching area (social studies, physical and general science) and adequate skills in planning delivering and assessing instruction in a public school classroom. Student teaching is conducted in a middle or secondary public school classroom under the supervision of the classroom teacher and a university supervisor. The student teacher is evaluated on: application of professional knowledge, specific teaching behaviors, classroom management and professionalism. Beyond the daily responsibilities of planning instruction and teaching students, student teachers are expected to complete assignments involving writing lesson plans, developing units of study, creating a professional portfolio, working with special needs students, maintaining a teaching journal, observing a variety of grade levels, attending school board meetings, video taping their instruction and analyzing it. Immediately following the student teaching, students return to the MSU campus for two week education seminar designed to help students reflect on their experiences in order to extend the understanding of professional education.

Communication Skills

Communication skills are assessed as a function of teaching in a public school classroom and university assignments listed above. These skills are assessed through assignments and direct observations during campus and field based portions of the program. The evaluation of student teaching includes assessment of writing skills in planning instruction and reporting student progress, verbal skills in managing classroom discussion, giving content lectures and student instructions. Students are evaluated on their ability to demonstrate a well-modulated voice coupled with effective diction, ability to express enthusiasm, tactful and courteous interactions with colleagues and the use of correct grammar, adequate vocabulary and standard English usage in both oral and written communication.

Catalog Descriptions

EE 492R, Electrical Engineering Design II

Synthesizing Project

Students, working in teams of two or three, are assigned design project specifications provided by industry, by government agencies, by the College of Engineering, by departments on campus, or proposed by the students themselves (with the approval of the Department Head and a faculty advisor). Each team identifies both a project sponsor from the proposing entity and an ECE faculty member as an academic advisor. The team presents a formal design review to the sponsor and advisor, makes any design changes that are recommended as a result of the design review, and finalizes the design solution for their project. The project is carried to completion, including actually building one or more pieces of hardware, doing the necessary software design and programming that will enable the hardware to operate to the specifications determined between the students and the project sponsor, and writing the operation manual. Each team is also required to presents its design project at a public culminating Design Fair at the end of the semester.

Communication Skills

Each student team is required to prepare a formal design constraints paper, a written project report, and an oral project presentation for a faculty review team. Teams also prepare a project poster and demonstration for the culminating Design Fair event.

Catalog Description

ENGL 461, Integrative Teaching Methods

Synthesizing Project

Students synthesize understanding and skills from previous courses by preparing teaching units that demonstrate in practical ways their ability to integrate theory and methods of teaching literature, language, reading, and composition.

Communication Skills

Each student designs and presents a lesson plan to the class. This lesson is videotaped for later viewing by the student and for discussion with the instruction. Other students in the class provide written feedback to each presenter at the time of the presentation. In addition, the class includes discussion days and collaboration with teachers at the high school on designing writing projects.

Catalog Descriptions

LIT 494, Capstone: Research Issues

Synthesizing Project

Students engage in focused inquiry into a significant issue in literary study. Students are required to synthesize their understanding and skills from previous courses by researching a topic, evaluating the evidence, developing a thesis and thus entering the scholarly conversation, and presenting their work in a seminar paper and presentation. In addition, students engage in collaborative projects, the components of which vary; students might, for example, collaboratively edit a literary text or produce a critical study.

Communication Skills

Students prepare a seminar paper (described above) which emphasizes their skills in writing. Formally presenting the paper to the seminar emphasizes their oral skills.

Catalog Descriptions

ERTH 450R, Snow Dynamics and Accumulation

Synthesizing Project

The students work on a field exercise each week. The exercises integrate the previous weeks skills. The students do a project for the semester and use the skills from the GIS, physics and snow classes to prepare that project.

Communication Skills

Laboratory every week is written up as a scientific report (introduction, methods, results, discussion, and conclusion. The final project is written up and presented orally. The students work on their lab projects collaboratively in small groups.

Catalog Description

F&WL 401, Fish and Wildlife Topics

Synthesizing Project

Individual students must complete data analysis and interpretation of results in 4-6 exercises involving computer models and statistical analysis packages as they relate to solving problems commonly encountered by professional management biologists. Teams of 3-5 students are required to develop an environmental assessment for a specific controversy involving fish or wildlife resources in Montana. This assessment requires teams to develop options, interview proponents and opponents of each option, survey literature relevant to the problem, and produce a team recommendation for the best option for resolving the problem. The exercises and the assessment project require that students integrate information from a wide array of subject areas and data sources to resolve complex problems related to their professional field.

Communication Skills

Students in the class work in groups to complete the assessment project. this effort requires that individuals learn to communicate within a group, to divide tasks among members to optimize efforts, to mediate disputes to arrive at a common "preferred alternative", and to communicate, in a formal written report and verbally to the class, their proposed resolution of the problem. As individuals, class members are able to question and learn from professional biologists and graduate students in hands-on laboratory and field exercises designed to provide a practical introduction to the work and communications skills that will be required of them as biologists.

Catalog Descriptions

GEO 429, Field Geology

Synthesizing Project

The synthesis component of Geol 423 come in two main phases:

  1. Students must apply their knowledge from a wide array of classes (mineralogy, petrology, structure, sedimentology, earth history, paleontology, etc.) to conduct geologic mapping surveys.
  2. Students must prepare comprehensive written reports on the map work. These reports require research across a wide range of geologic subdisciplines, which is then combined with the field mapping results to interpret the geologic history and landscape.
Communication Skills

The communications component is met through

  1. collaborative work with field teams where students must provide guidance to one another and explain their geologic reasoning to their peer group;
  2. the writing of a number of papers describing their field research and explaining their interpretations of that research; and
  3. the production of geologic maps for displaying information about the geologic composition, history, and resources of an area.

Catalog Description

GPHY 425, Geographic Thought

Synthesizing Project

For the required semester term paper, students address a major topic within the field designed to synthesize themes and concepts from both the human and physical sides of the discipline.

Communication Skills

The semester project involves an oral presentation as well as a final written paper. In addition, students are asked to respond to and critique major geographical works from all sides of the discipline during class discussions.

Catalog Descriptions

HDCF 454, Practicum in Early Childhood Teaching

Synthesizing Project

The synthesizing project for students in the Early Childhood Education & Child Services Major is the student teaching experience as evidenced in HDCF 454: Practicum in Early Childhood. Students are expected to integrate and apply theoretical perspectives, research and pedagogy as they relate to developmentally appropriate practices as required by the standards of the National Association for the Education of Young Children: Standards for the Preparation of Teachers. Student teaching is conducted in the NAEYC accredited, Child Development Center at Montana State University.

Communications Skills

The development and application of communication skills in both oral and written forms are integral components of student coursework throughout their major. In the student teaching experience, student communication is evaluated on several levels: ability to communicate effectively with parents and other professionals in both oral and written forms in parent conferences and staff meetings, ability to plan and implement lesson plans, ability to chart student progress; verbal skills in classroom management, journal writing and peer group interactions.

Catalog Description

HDCF 474, Senior Seminar: Professional Issues

Synthesizing Project

Department will provide description.

Communications Skills

Department will provide description.

Catalog Descriptions

HDFN 400, Senior Seminar

Synthesizing Project

Department will provide description.

Communications Skills

Department will provide description.

Catalog Descriptions

HDFN 426, Medical Nutritional Therapy II

Synthesizing Project

Department will provide description.

Communications Skills

Department will provide description.

Catalog Descriptions

HDHL 440 , Principles of Epidemiology and HDHL445, Program Planning and Evaluation in Health

Synthesizing Project

Department will provide description.

Communications Skills

Department will provide description.

Catalog Descriptions

Catalog Description (ignore)

HDPE 465, Exercise Testing and Prescription

Synthesizing Project

This course reviews the current information on evaluation of health status, pathophysiology/risk factors associated with exercise testing, electrocardiography interpretation, and pharmacologic drugs. Synthesis of prior knowledge, hands-on experience with laboratory instrumentation, and oral communication with patients/clients will be demonstrated through exercise testing/prescription activities.

Communications Skills

Department will provide description.

Catalog Descriptions

HDPE 475, Senior Seminar: Professional Issues

Synthesizing Project

Department will provide description.

Communications Skills

Students are required to keep a log or journal of their research/creativity experiences. Based on this written exercise, each student gives a verbal report to the class explaining how the research/creativity experience relates to his or her experience in the major and future career plans.

Catalog Descriptions

HSTA/HSTR 490R, Undergraduate Research

Depending on students' interests, their option, and the faculty they are working with, students may elect to enroll in 3 credits of undergraduate research or independent study (492) under the appropriate subject abbreviation, which could be JPNS, HSTA, HSTR, JPNS, or RELS.

Synthesizing Project

Prior to enrolling in Undergraduate Research, students consult with a faculty member regarding the theoretical or topical problems to be researched, as well as a suggested reading list of relevant literature. The purpose of Undergraduate Research is to investigate a particular topic at a level of detail and sophistication not afforded in classroom environments, drawing on specific student interests and individual faculty expertise. Undergraduate Research often culminates in a lengthy, original research paper that is evaluated by the faculty member.

Communication Skills

Through rigorous one-on-one interaction with a faculty member, students learn to articulate and defend their proposed research topic, as well as their approach to conceptualizing it, researching it, and writing about it. Communication skills are learned through both oral and written presentations of theoretical and topical arguments in the final research paper.

Catalog Description

HSTA/HSTR 499R, Capstone: Historical Methodology

Synthesizing Project

Faculty members direct students in a seminar setting to apply the best practices of historical methodologies acquired in previous courses and in carefully chosen readings to the designing, researching, and writing of an original history project. The topic is chosen in consultation with the course instructor. This student-centered exercise fosters analytical and critical thinking, research skills, and thoughtful writing.

Communication Skills

Students gather and evaluate relevant evidence and write a history research paper. Students present the results of their efforts orally, in the form of a research presentation or poster, and in writing, in the form of a thoroughly documented research paper. Finally, fellow students and the course instructor critique both written and oral presentations at the end of the seminar. Students defend their arguments and findings thereby strengthening their public communications skills.

Catalog Description

I&ME 444R-445R, Senior Design Project and Independent I&ME Senior Design

Synthesizing Project

Students meet with responsible faculty and the customer/sponsor to define goals of the project and agree upon deliverables. The customer is typically a representative(s) of an actual business or industry in Montana. Students are assigned a budget for which they are responsible. This budget is provided by the customer and is to be used to cover non-labor expenses (i.e., phone charges, copying, travel to site, etc.). The budget is typically about $500. The projects are selected to be "open-ended" in nature, and requires the synthesis of many courses from the I&ME curriculum. The final product is a comprehensive written report detailing the student's assessment of the customer need, proposed solution and supporting analysis; anda final project summary presentation.

Communication Skills

Students are assigned to work in teamsof 3 to 5, and must exercise strong interpersonal communication skills to succeed in the course. During the project's progress, students prepare written status updates and informal presentations throughout the course of the semester. Students prepare and deliver formal interim and final presentations. The interim oral report is a formal presentation, while the final presentation is poster presentation. Students also write formal interim and final reports. The final report is substantial, with the narrative running 30-50 pages, and the complete document exceeding 100 pages with appendices.

Catalog Description

LRES 428, Cropping Systems and Sustainable Agriculture

Synthesizing Project

Students in Crop Management and Crop Protection Options of the Crop Science curriculum work in small groups to develop a long-term, comprehensive crop and soil management plan for a farming enterprise. Students must consider the economic, social, and environmental impact of their decisions.

Communication Skills

Students must communicate within their group and producers, industry and government agency personnel who serve as resource people for projects. Students present their projects orally to their peers and resource people and submit a final written report.

Catalog Descriptions

LRES 441-442R , Field Applications in LRES

Synthesizing Project

The two-series course is organized around a field site that presents multiple opportunities for environmental research field questions. Examples of this are reclaimed mine sites, forest lands that have recently burned, working ranches, and agricultural sites. Students learn about the sites, and identify research questions related to plant, soil and water sciences. The primary objective of LRES 441 is to identify research questions, plan a research project, and write a research proposal. Students then have spend time in the field, traditionally the week prior to the start of fall semester, to gather data at the field site. The main objective of LRES 442 is to analyze data, interpret results, and present the results in the form of a final paper and a public seminar. The courses build on the skills and knowledge base that LRES students have garnered from previous coursework.

Communications Skills

The students in the class work in groups related to their research interests. Besides having to plan and conduct a research project, and analyze data, students work with other groups to synthesize their own results in the context of other group’s findings. Communication of science is a main theme of the capstone courses, with a required research proposal, a required final paper, and public presentations. LRES has designed this experience to give students an opportunity to conduct research that is relevant to natural resource management, and to gain practice communication research results to managers.

Catalog Description

M 431 , Abstract Algebra I

Synthesizing Project

In this course the student is required to assimilate the knowledge from their abstract vector space theory as well as their analysis background to understand and construct mathematical proofs where the focus is on group theory.

Communications Skills

The proof of a mathematical statement, written or communicated at the board, must be presented in a mature format and must exhibit the student's ability to convey logical thinking. Assessment of communication skills, through these written and oral formats, is a component of the evaluation of the student via examinations, and assignments.

Catalog Descriptions

M 428, Mathematical Modeling for Teachers

Synthesizing Project

This course focuses on the many real-world applications of mathematics and the processes by which mathematics is applied to the real world. To investigate and understand the problem situations that arise in the class, students must make use of their accumulated content knowledge including calculus, statistics, differential equations, discrete mathematics, computer programming, and geometry. The culminating project in the course is an in-depth analysis of an existing mathematical model or the creation of an original model.

Communications Skills

In keeping with the mathematics education emphasis, the course familiarizes students with the emerging applications-based curricula and addresses the use of modeling as a context for mathematics instruction. Students routinely present the results of their investigations and must present (orally and in writing) their final project.

Catalog Descriptions

M 486, Research Experiences in Applied Mathematics

Synthesizing Project

In this course the student is required to assimilate the knowledge from their previous mathematical experience to conduct research in various areas of mathematics using software tools. The student is further required to develop logical arguments which validate the results of any numerical experiments.

Communications Skills

The goal is for the student to develop the ability to give a clear and concise explanation to the user of the outcomes of the resulting research. The solution of a problem, written in a mature format, must exhibit the student's ability to convey technical ideas. Assessment of communication skills, through written formats, is a component of the evaluation of the student via examinations, projects, and assignments.

Catalog Description

MB 400, Seminar

Synthesizing Project

Students choose papers from current topics in the broad area of microbiology. They analyze, synthesize and evaluate the information, and present it in a professional format.

Communications Skills

Students present three papers from the recent literature in microbiology. Students are encouraged to apply the knowledge gained in course work to select, understand and present the literature. The use of visual aids and communication skills are encouraged. The audience critiques the students on preparation, presentation and content of the paper.

Catalog Descriptions

ME 404R, Mechanical Engineering Design

Synthesizing Project

Senior design projects require students to bring to bear the sum of their undergraduate knowledge to solve real-world problems. The projects generally originate with industry. They are different for each group. Typical groups range from 3-5 students. Each project must meet the design requirements for the course. All projects result in a comprehensive paper design, some go a step further to a working prototype.

Communication Skills

Students are organized into teams and are required to provide a formal progress report and a formal final report. They must present orally near the middle of each semester and at the end of the semester. Each group speaks for about 15-30 minutes and everyone in the group must participate. The audience includes faculty, students, industrial sponsors, and friends/family. A rigorous questions/answer session is included for each group.

Catalog Descriptions

MET 456-457R, Mechanical Engineering Technology Capstone Experience I & II

Synthesizing Project

The synthesizing project in these courses is submitted from industry. Students work in groups of 2-4. The student groups are paired with industry to solve a real-world industrial problem. Each group is assigned a faculty supervisor to oversee individual projects. Students must bring to bear the sum of their educational experience to develop a solution to their particular problem. In the MET sequence, the first course (MET 456) will involve synthesizing the problem, developing feasible solutions, and choosing a "best" solution to bring forward into the second course (MET 457). In the second course, students will fabricate a working prototype of the "best" solution developed in MET 456C. The key word here is WORKING - students are not allowed to pass MET 457C (or graduate) without development of a working prototype.

Communication Skills

Students are required to prepare written reports and oral presentations in both classes. They write a mid-term progress report and present mid-term oral progress reports in both MET 456C and MET 457C. They also prepare final reports to present orally and in writing at the end of both courses. Grades for the oral presentations will be based on input from student peers, faculty supervisors, other faculty, the course instructor, and industrial participants in attendance at the presentations.

Catalog Descriptions

MLF 450, Seminar: French Literature & Culture
MLG 450, Seminar: German Literature & Culture
MLS 450, Seminar: Modern Hispanic Literature

Synthesizing Project

Students engage in focused inquiry into a significant issue relevant to the course. Students are required to synthesize their understanding and skills by researching a topic, evaluating evidence, developing a thesis and enter into scholarly conversation by orally presenting their work done in conjunction with the seminar paper(s). In addition, students may engage in collaborative projects with varying components; students might, for example, collaboratively produce a critical response to a theme or sub-theme of the course. All this work is accomplished in the foreign language.

Communication Skills

Students do research leading to a paper(s) that emphasizes their skills in writing. Presenting the paper(s) to the seminar emphasizes their oral skills.

Catalog Descriptions: MLF 450; MLG 450; MLS 403 (Number changes to 450 in the 1998-200 catalog.)

MTA 472, Motion Picture/TV/Video/Theatre Senior Production

Synthesizing Project

A student is required to synthesize the complete artistic and technical education that she/he has had during the previous four year program. This is demonstrated by the student, with faculty approval, and under close supervision, undertaking and completing a production(s) in the discipline at a level considered by the faculty to demonstrate full mastery of the art and craft of the medium.

Communication Skills

A student gives an oral presentation on the senior project and must be able to must demonstrate understanding and comprehension of the artistic intent and nature of the project.

Catalog Descriptions

MTA 473, Photography Senior Production

Synthesizing Project

A student is required to synthesize the complete artistic and technical education that she/he has had during the previous four year program. This is demonstrated by the student, with faculty approval, and under close supervision, undertaking and completing a production(s) in the discipline at a level considered by the faculty to demonstrate full mastery of the art and craft of the medium.

Communication Skills

A student gives an oral presentation on the senior project and must be able to must demonstrate understanding and comprehension of the artistic intent and nature of the project.

Catalog Descriptions

MUS 405R, Form and Analysis

Synthesizing Project

Students are required to use prerequisite knowledge gained through their study of music theory, aural skills, music history, orchestration, and instrumental conducting, as well as the musical insights gained through private music study.

Communication Skills

The students present the results of their analysis in the form of written papers. These papers cover all aspects of musical analysis (i.e., harmonic structure, formal design, melodic structure, orchestration [if applicable,], etc.). The results of the analysis assignments are also presented to the class in for the form of a class presentation. Students present four analysis papers with the final presentation being significantly larger and it constitutes a large portion of the student's final grade.

Catalog Descriptions

N 485, Nursing Leadership and Management

Synthesizing Project

Students plan and organize a formal presentation to peers, faculty, or the public which analyzes selected issues in professional nursing and how these issues affect health, the practice of nursing, and the delivery of comprehensive health care to various population groups. This activity requires students to coordinate individual and group work and articulate nursing issues in a clear and comprehensive manner. Students draw upon previous, as well as current learning, in order to implement this activity. Synthesis of clinical nursing knowledge occurs throughout the course. Students are expected to use all previously learned clinical knowledge in the case management of a diverse client population for which they are planning and providing a full range of needed health care. Both theory and clinical application of theory must be integrated in order to prioritize, delegate, and ensure the delivery of comprehensive health care to clients in a variety of institutional and community based settings. Students work closely with designated professional nurse preceptors and faculty to carry out these learning activities.

Communications Skills

Students write a formal research-based paper which focuses on a selected problem(s) dealing with the nursing leadership and management of client care. They delineate and defend proposed solutions to the selected problem(s) using theories of leadership and management, decision making, and change as the basis for the proposed solution. When leading and managing the delivery of care to client populations, students must continuously use both written and verbal communication skills in providing health care and education to clients/families/communities, in developing, refining, and writing nursing care plans, and in consulting and communicating with interdisciplinary health care team members such as professional nurses, physicians, social workers, pharmacists, and physical therapists.

Catalog Description

PHIL 400C, Seminar

Synthesizing Project

The two-semester Senior Seminar required of all Philosophy majors is designed to draw on previous work in the philosophy curriculum. Each seminar focuses either on a central figure in the history of western philosophy or on a general ethical, epistemological, or metaphysical topic. The central figure, Plato say, or Kant, inevitably ranges across the main questions of philosophy. The topic inevitably pulls in the central figures in its history. Either way, there is a conscious effort to make full use of the knowledge base which students in the seminar have acquired. Moreover, the seminars revolve around the analysis of important arguments, and in this way too they act as a way of pulling together a variety of philosophical methods. Finally, these are the most creative courses in the curriculum. They synthesize most importantly by demanding new insights and fresh approaches on the basis of what has already been taught and learned. The final result is a long (15 -20 page paper), for many of the students their longest single written effort.

Communication Skills

Each member of the seminar typically gives two seminar presentations. These are discussed in detail by other members of the seminar, including the faculty member in charge. Again, this requires an extended effort on a difficult topic before a group that is in the nature of the case highly critical. In the seminar a great deal of emphasis is placed on ability to perform well in discussion, to think on one's feet, to defend stances taken on the basis of plausible arguments. Copies of seminar presentations are distributed in advance of the seminars, they are commented on at length by the faculty member in charge of the seminar, and then they are worked up into the long paper turned in at the end of the course.

Catalog Descriptions

PHYS 406, Capstone Presentations

Synthesizing Project

Each student in the professional and interdisciplinary physics options completes a senior project, which is a research project that integrates their physics knowledge and problem solving skills and prepares the student for work in a professional scientific environment. Each student will collaborate with a mentor on a research project that: i) is of interest to the student, ii) is either experimental or theoretical in nature, iii) has a defined research objective, and iv) is primarily based on the student's own research work. The senior project could be an extension of work completed by the student in PHYS 470 or 489, but is typically completed during the 3 credits of PHYS 490 (undergraduate research), which each student is required to complete before graduation. At least 2 credits of 490 must be completed before taking PHYS 406C. The capstone experience for students in the teaching option is student teaching (EDSD 410).

Communication Skills

Students in the professional and interdisciplinary option present the research completed during their senior projects in oral and written forms during PHYS 406C. In 406C, each student will be required to complete: i) an APS-style abstract of their research, ii) an APS-style 10-minute oral presentation of their research, iii) a poster based on their research, and iv) a written research report.
Each student in the teaching option must submit a written report from the supervising teacher and a written self-assessment.

Catalog Description

POLS 499R, Senior Capstone Seminar

Synthesizing Project

Students choose papers from current topics in the broad area of political science. They analyze, synthesize and evaluate information, and present it in a professional format.

Communications Skills

Students present the capstone papers to peers and faculty. Students are encouraged to apply the knowledge gained in course work to select, understand and present the literature. The use of visual aids and communication skills are encouraged. The audience critiques the students on preparation, presentation and content of the paper.

Catalog Descriptions

PSPP 400, Biotechnology Capstone

Synthesizing Project

The primary learning outcome of the animal systems option of the Biotechnology degree program is the development of a high level of skill in the laboratory and analytical skills associated with the identification and manipulation of animal genetic material. Proficiency in this area will be tested and enhanced through a required laboratory internship, which must be completed during the senior year.

Communications Skills

The Senior Capstone Seminar requires an oral and written synthesis of the internship experience. The presentation will include:

  • an explanation of the student's research/production project,
  • a description of laboratory/analytical skills required for privation in the internship,
  • the level of proficiency gained within each skill level and analytical category,
  • the type of reports or inter-laboratory communications required by the project,
  • the success (or failure) of the project, and
  • a critique of the practices used in the project.
At a minimum, all oral and written reports will make use of slides and computer-generated graphs. Catalog Description will be available in the 1998-2000 catalog.

PSPP 425-427, Horticulture Senior Capstone

Synthesizing Project

Each student will draw upon their undergraduate education to formulate a research question, perform a background investigation, develop and test a hypothesis, and articulate their conclusions. Throughout the two semesters students are involved in the research progress of each project through the reviewing of each written proposal and final paper, in biweekly meetings and at the final presentations.

Communication Skills

Students are expected to establish and frequently interact with an interdisciplinary group that will provide expertise necessary to support their project. Findings are reported in both verbal and written formats. Students communicate their progress during biweekly class meetings, give a final presentation to a public audience at the annual Horticulture Open House in the MSU Plant Growth Center in late April, and complete a formal research paper by the end of the semester.

Catalog Description

PSPP 429 , Biotechnology Capstone

Synthesizing Project

The primary learning outcome of the a Plant Systems option of the Biotechnology degree program is the development of a high level of skill in the laboratory and analytical skills associated with the identification and manipulation of plant genetic material. Proficiency in this area will be tested and enhanced through a required laboratory internship or research experience, which must be completed by the senior year.

Communication Skills

The Senior Capstone Seminar has several requirements to demonstrate high level oral and written abilities. Students attend and prepare written summaries of weekly seminars in the Plant Sciences and Plant Pathology department or related seminars. Students also make two oral presentations, one on a research paper related to the laboratory research they performed and one a formal research seminar presented to the PSPP department. The presentations will include:

  • an explanation of the student's research/production project,
  • a description of laboratory/analytical skills required for participation in the research,
  • the level of proficiency gained within each skill level and analytical category,
  • the type of reports or inter-laboratory communications required by the project,
  • the success (or failure) of the project, and
  • a critique of the practices used in the project.

In addition, students will prepare a Curriculum Vitae.

Catalog Description

PSPP 432, Advanced Landscape Design

Synthesizing Project

The group project is approximately a one month intensive study which brings together all previously learned skills, talents, and knowledge while applying it to a real life problem. Students and communities benefit from this opportunity.

Communication Skills

The students learn to work in small groups that is assigned a real community project to research, design and prepare a final report of written and graphic recommendations including cost estimates, and present their findings in a public oral presentation to the designated project authority.

Catalog Descriptions

PSPP 499, LRES 499, HDFN 499, SFBS Capstone (under development)

Synthesizing Project

Students in the three options of the Sustainable Food and Bioenergy Systems curriculum (Sustainable Cropping Systems, Agroecology, and Sustainable Food Systems) will meet together. Students will draw on their Internship experiences as well as skills and understandings mastered in previous coursework to generate a written Internship project description, complete with literature review, critical and informed analysis of available materials, and a synthetic formulation of their Internship findings. Drafts of projects are developed with critical review by peers and/or faculty, and the resulting comments are incorporated into the final project description.

Communication Skills

Students will make oral presentations of their project descriptions to faculty and peers to develop public speaking skills. Students will develop educational materials from their project descriptions in order to extend their findings to stakeholders and the general public. Project descriptions will also be summarized for publication on the Sustainable Food and Bioenergy Systems website.

PSYX 499R, Senior Thesis

Synthesizing Project

Students are to write a draft grant proposal, which synthesizes the knowledge they have gained throughout their undergraduate experience. The grant proposals are peer reviewed. The students participate in a "Senior Thesis Conference." During this conference, the students present their work on the grant proposals to the department which includes faculty and students.

Communication Skills

Students write draft grant proposals, which are presented orally and in written form. The students complete the work on the grant proposals and orally present them to the department which includes faculty and students.

Catalog Descriptions

SOC 451C, Senior Capstone Seminar

Synthesizing Project

Students integrate their learning from previous sociology courses by identifying a question related to a social phenomenon. The students then review and critique scholarly literature related to the question, use insights from the literature to develop hypotheses regarding the possible nature of social relationships, and develop a plan for research that allows them to test the viability of their hypotheses. The final product will be a paper that articulates the importance of the question being asked, reviews and critiques the literature related to the question, develops theory, and suggests appropriate research methods to test the theory.

Communications Skills

Students refine their communication skills by writing drafts of various sections of the final paper and submitting those drafts to the instructional staff as well as other students for review of both substance and composition. Students will develop their critical thinking skills not only by completing their own paper but also by commenting on each other's work in writing and in class discussions. Students will also present their work at the end of the semester in a department-wide forum attended by both students and faculty members.

Catalog Description

STAT 422, Mathematical Statistics

Synthesizing Project

Students in STAT 424, the Capstone course in statistics, will be required to incorporate the principles taught in the foundation courses in mathematics within the theoretical development of statistical techniques. This course bridges the gap between applied statistical procedures and the underlying statistical theory. In particular, the students are presented with a formal mathematical justification of the validity of statistical estimation and hypothesis testing techniques learned in lower-level applied courses.

Communications Skills

The students will develop an essential skill that is expected of a statistician entering the job market. This skill involves the technical ability to communicate statistical principles in a formal mathematically-based context. That is, through understanding of the theory, they will be able to rigorously prove those theorems and concepts that are implicit in commonly applied statistical techniques. Assessment of communication skills is based on written assignments. These assignment are designed to develop and ultimately refine the communication skills required of a professional statistician.

Catalog Descriptions

TE 417R, Manufacturing Technology

Synthesizing Project

As a capstone course students will integrate their gained knowledge of design, communication, materials and manufacturing processes in the collaborative development and resulting production of a unique product/prototype determined to be marketable.

Communications Skills

Students make presentations of project proposal ideas to other class members or outside audiences. These presentations include technical reports along with project specifications (working drawings).

Catalog Descriptions

UH 490, Undergraduate Research/Creative Activity

Synthesizing Project

A student's application to pursue a degree in Directed Interdisciplinary Studies must contain a detailed description of the interdisciplinary project that the student intends to pursue during the course of his or her studies in the major. This individualized major is completed under the direction of a Faculty Advisory Committee, comprised of faculty from at least two different departments. The senior year thesis represents is a synthesis of the student's individualized major.

Communications Skills

The student must present his or her senior thesis to the Faculty Advisory Committee for approval and submit a bound copy for library reference.

Catalog Descriptions

VTMB 477, Biotechnology Capstone

Synthesizing Project

The primary learning outcome of the animal systems option of the Biotechnology degree program is the development of a high level of skill in the laboratory and analytical skills associated with the identification and manipulation of animal genetic material. Proficiency in this area will be tested and enhanced through a required laboratory internship, which must be completed during the senior year.

Communications Skills

The Senior Capstone Seminar requires an oral and written synthesis of the internship experience. The presentation will include:

  • an explanation of the student's research/production project,
  • a description of laboratory/analytical skills required for participation in the internship,
  • the level of proficiency gained within each skill level and analytical category,
  • the type of reports or inter-laboratory communications required by the project,
  • the success (or failure) of the project, and
  • a critique of the practices used in the project.

At a minimum, all oral and written reports will make use of slides and computer-generated graphs.

Catalog Descriptions