Capstone Course

Capstone course - https://tinyurl.com/kho3nbt
Your Junior Capstone should be a project you love, something you will look back on to say  "I did that!" with great pride.  It should be something that keeps you up at night, or wakes you up early, because you can't wait to do it.  It should be in your style:  if you're an outdoors person, do something outside, but if you're a computer/data person, focus on that!  

One of the greatest indicators of success is persistence.  YOU need to show YOUR persistence, and YOU need to do something you think is cool, that will last a year.  And it's time for YOU to motivate yourself, not some teachers giving you a grade.  Let us help you do that.

Here are some ideas:

  • Be a leader for a large event (or some category of it), like our Maker Fest or other event like a Relay for Life fundraiser 
  • Leave a legacy for CDAT by designing something for us like a proposed 3rd floor
  • Help the City research and design the Sugar Hill Greenway (http://sugarhillgreenway.com/) and more
  • Develop the Sugar Hill 5k series for the city, with a culminating event
  • Model our City on Google earth model to share with others, to show how it's growing
  • Develop an invention (you need an idea first, don't do this if you don't have an idea already)
  • Develop an App (especially if you're in PGAS with Reilly)
  • Start a Kickstarter campaign for an idea you have, or for the school
  • Work the with Sugar Hill Historical Society on documenting graves and other historical things
  • Serve others in some capacity, and create a way that it endures beyond you
One example that was in the news recently:
http://wsav.com/2015/12/08/food-finder-ga-connects-food-insecure-children-with-free-resources/

You might say, "I can't do that right now".  But could you do something like this by the end of the year, if you worked at it each week?

THAT is how you should think about your idea.  If you have a passion and a base level talent, set your plan!!  

It all goes back to what you love to do.  How can you turn your favorite activities into something bigger?  Do you like animals, kids, senior citizens, cultures, sports, reading, math, food?  Turn your passion into something cool.,  If you don't imagine something cool, it can't happen.



Sign up for Capstone Course 2017-18

posted May 1, 2017, 2:00 PM by Jane Langan

Submit websites here

posted Jan 13, 2017, 10:08 AM by Jane Langan   [ updated Jan 13, 2017, 10:13 AM ]

Due Dates

posted Jan 13, 2017, 5:41 AM by Jane Langan   [ updated Apr 26, 2017, 5:15 AM ]

See below for attached documents, templates, rubrics, etc.
Jan 20 - website (daily grade) and project proposal (quiz grade)
Jan 27 - learning goals (daily grade) 
Feb 3 - planner 1 (daily grade) (see biweekly planner template below)
Feb 8 - timeline with work log 1 (daily grade) (see sample at http://dang17cdateng.blogspot.com/)
Feb 15 - mentor letter (quiz grade) - email etiquetteemail etiquette for students, and sample emails
Feb 17 - planner 2 (daily grade) 
Now Feb 22 - peer eval 1 (see template below) (daily grade) 
Now Feb 24 - research (test grade) - Annotated bibliography
Now March 1 - timeline with work log 2 (daily grade) 
March 3 - planner 3 (daily grade) 
March 8 - timeline with work log 3  (daily grade) AND peer eval 2 (daily grade) 
March 15 NOW March 17 - student made rubric (quiz grade), see sample rubrics below
March 17 - planner 4 (daily grade) 
March 22 - peer eval 3 (daily grade) 
March 24 - timeline with work log 4 (daily grade) 
April 12 - peer eval 4 (daily grade) 
April 14 - PROJECT PRESENTATIONS (final exam - 20%)
    Sample presentations: 

April 28 NOW MAY 5TH - reflection paper (test grade)

REFLECTION PAPER*

Students completing the reflective component of their capstone project should utilize the conceptual framework “What?/So What?/Now What?” outlined by David Kolb’s Experiential Learning Cycle. The “What?/So What?/Now What?” approach is a basic way to promote reflection that begins with reviewing the details of the experience and moves toward critical analysis, interpretation, and application. Below are examples of reflection questions for each stage of the Experiential Learning Cycle.

·        What? Descriptive. Report the facts and events of an experience, objectively.

o   What happened?

o   What did you observe?

·        So What? Analyze and interpret the experience.

o   Did you learn a new skill or clarify an interest?

o   Did you experience anything that surprised you?

o   How is your experience different from what you expected?

o   What past experiences or bias impact the way you view the experience?

o   What did you like/dislike about the experience?

o   What personal strengths/weaknesses did the experience reveal?

·        Now What? Contextualize and consider the future impact of the experience.

o   How can you apply new knowledge/skills in the future?

o   What would you like to learn more about, related to this project?

o   If you could do the project again, what would you do differently?

As you define, analyze and contextualize your capstone project experience, you should contemplate the personal reactions and emotional/intellectual growth you experienced as a part of the project. Your completed reflection activity should demonstrate your efforts to honestly engage this learning cycle.

 

*Adapted from http://infocenter.jewell.edu/journey/forms/reflecting.pdf

Some useful sites:
May 3 - DATTIES!

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