Capstone Project and Portfolio Review

Course Description

Students complete the capstone project in this course and also will review their learning portfolio selections thus far and make strategic choices for their (1) professional and (2) learning portfolios. In addition, this quarter will provide students the opportunity to wrap-up and reflect on their learning overall.

In this seven-module course, students will review, assess, edit and  complete the Capstone Project and will assemble an academic portfolio profiling their learning development throughout the program.  Learners will spend a lot of time thinking about the process of writing and editing a big project like the Capstone, and will also revisit and practice some time management and goal setting skills.  Although most will already be in the writing stage of the Capstone Project, students will continue to draft, edit, and rewrite the Capstone Project throughout this course.  One more important outcome of DCM 322, however, is the ability to present evidence of growth as a learner in the form of the portfolio of students’ efforts throughout the DePaul Degree Completion Program.

Learning Outcomes

In this course, you will develop the following outcomes:

Learning Strategies

This course builds on student work begun in DCM 309 and continued in DCM 321. The learning in this course includes:

Course Resources


Chambliss, D.F. & Schutt, R.K. (2013). Making Sense of the social world: Methods of Investigation (4th ed.). Thousand Oaks, CA: Sage Publications Inc. * This is the required text for DCM 309: Applied Research.

To buy your books, go to

Recommended Resources

American Psychological Association. (2010). Publication manual of the American Psychological Association. (6th Ed.). Washington, DC: American Psychological Association.

Galvan, J. L. (2014). Writing literature reviews: A guide for students of the social and behavioral sciences. (6th Ed). Glendale, CA: Pyrczak Publishing.

Leedy, P. D., & Ormrod, J. E. (2015). Practical research: Planning and design. (11th Ed.). Upper Saddle River, NJ: Prentice-Hall.

Lester, J.D. & Lester, J.D., Jr. (2015). Writing research papers:  A complete guide. (15th ed.). New York, NY: Pearson.

Davis, J.P. (2012). The Rowman & Littlefield guide to writing with sources. (4th Ed.). Lanham, Md: Rowman & Littlefield Publishers.

Satterthwaite, F. & D’Orsi, G. (2003). The Career Portfolio Workbook: Using the Newest Tools in Your Job-hunting Arsenal to Impress Employers and Land a Great Job. New York: McGraw Hill. *This is the required text for DCM 320: Professional Portfolio Development.

Course Competencies

In this course, you will develop the following competencies:


Competence Statement and Criteria


Can implement technology solutions to analyse qualitative problems.


Can design and execute a qualitative analysis of problems related to business, social science, natural science, humanities, or art.


Can interpret the meaning of qualitative findings by relating to significant thinkers, worldviews, cultures or theories.


Taken as part of the Decision Analytics program.


Grading Category

% of Final Grade

Completed Problem Statement, Research Question and Review of the Literature


Fully designed research tool or tools & plan for piloting them


Online Discussion Participation


TOTAL 100%
Capstone Project Rubric

Criteria and qualities




Introducing the idea:
Intro, Problem statement

Neither implicit nor explicit reference is made to the topic that is to be examined.

Readers are aware of the overall problem, challenge, or topic that is to be examined.

The topic is introduced, and groundwork is laid as to the direction of the paper.

Flow of the Paper

The paper appears to have no direction, with subtopics appearing disjointed.

There is a basic flow from one section to the next, but not all sections or paragraphs follow in a natural or logical order.

This paper flows clearly. Transitions tie sections together, as well as adjacent paragraphs.

Coverage of content

Major sections of pertinent content have been omitted or greatly run-on. Less than 10 sources used.

All major sections of the pertinent content are included, but not covered in as much depth, or as explicit, as expected. Minimum of 10 sources used.

The appropriate content in consideration is covered in depth without being redundant. Minimum of 10 sources used.

Clarity of writing and writing technique

It is hard to know what the writer is trying to express. Misspelled words, incorrect grammar, and improper punctuation are evident.

Writing is generally clear, but unnecessary words are occasionally used. Meaning is sometimes hidden.

Writing is crisp, clear, and succinct.

A synthesis of ideas and hypothesis or research question

There is no indication the author tried to synthesize the information or make a conclusion based on the literature under review. No hypothesis or research question is provided.

The author provides concluding remarks that show an analysis and synthesis of ideas occurred. Some of the conclusions, however, were not supported in the body of the report.

The author was able to make succinct and precise conclusions based on the review. Insights into the problem are appropriate. Conclusions are strongly supported within the paper.

Citations/References: Proper APA format

Citations for statements included in the paper were not present, or references which were included were not found in the text.

Citations within the body of the paper and a corresponding reference list were presented. Some formatting problems exist, or components were missing.

References matched the citations, and all were presented in APA format.


Student does not appear to have given an explanation of research and the specific kind of research used in the project or failed to complete this portion of the assignment.

Student does not have a full explanation of research overall and the selected method of research and why the used the method.

Student explains research, the method of research and the rationale for using this process.

Course Schedule




Module 1:Getting Started

Module 1 Introduction and Overview

1.1 Introduction Discussion

1.2 Your Capstone Project Discussion

1.3 Time Management Discussion

1.4 Purpose Statement Construction

Module 2: Research Architecture

Module 2 Introduction and Overview

2.1 Assessing Sources Discussion

2.2 Fitting your work into an Academic Field

2.3 Peer Review Worksheet

Module 3: Where are We Now?

Module 3 Introduction and Overview

3.1 Progress Update Discussion

3.2 Peer Review

Module 4: Meeting the Capstone Requirement

Module 4 Introduction and Overview

4.1 Assessing Writing Discussion

Module 5: Writing and Editing Week

Module 5 Introduction and Overview

5.1 Capstone Project Draft

Module 6: The Learning Portfolio

Module 6 Introduction and Overview

6.1 Academic Skills Discussion

6.2 Portfolio Submission

6.3 Capstone Project Submission

Module 7: Stating New Goals and Program Review

Module 7 Introduction and Overview

7.1 Part One Goals Discussion

7.2 Part Two Program Assessment Discussion

Course Policies

College and University Policies

This course includes and adheres to the college and university policies described in the links below:

Academic Integrity Policy (UGRAD)

Academic Integrity Policy (GRAD)

Incomplete Policy

Course Withdrawal Timelines and Grade/Fee Consequences

Accommodations Based on the Impact of a Disability

Protection of Human Research Participants

APA citation format (GRAD)

Additional Course Resources

University Center for Writing-based Learning

SNL Writing Guide

Dean of Students Office