interdisciplinary studies capstone project ideas

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43 Sample Capstone Articles and Projects

Students in “Senior Seminar in Interdisciplinary Studies” undertake both a comprehensive interdisciplinary research article and an applied project in their field during the course. Here are two examples of student work from the capstone course in Spring 2017:

Alice Reed, Photojournalism Sustainability

Taylor Fournier,  The Performing Arts for Community Empowerment

Interdisciplinary Studies: A Connected Learning Approach Copyright © 2016 by Robin DeRosa is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Capstone Project Ideas: 165 Topics Across Nursing, Marketing, Education, and More!

Capstone projects often require students to tackle real-world problems, providing practical solutions and insights that extend beyond the academic realm. They encourage a multidisciplinary approach, allowing students to apply knowledge and skills gained from various courses and disciplines, fostering a holistic understanding. 

Capstone projects contribute to professional development by simulating workplace scenarios, preparing students for challenges they might encounter in their future careers. If the scope of your capstone project feels daunting, remember, you can always ask for professional help with a simple request like "i want to pay someone to do my project ." In this article, we’ll explain the nature of this assignment and offer 100+ capstone project topic ideas so you can get inspired and motivated to get past the creative slowdown.

Definition and How to Choose a Great Topic for Capstone Project

First, let’s start by explaining what is a capstone project. By definition, it is a culminating and integrative academic experience that students undertake typically in their final year of study. It is designed to demonstrate the knowledge, skills, and competencies gained throughout a program of study. Capstone projects vary across disciplines and institutions, but they generally require students to apply what they have learned to address a real-world problem, conduct original research, or create a significant project.

Here are key components and steps to consider when choosing a great capstone project topic:

Relevance to Your Field of Study:

Choose a topic that aligns with your major or specialization. The capstone project should showcase your expertise and knowledge in your chosen field.

Personal Interest:

Select a topic that genuinely interests you. Your enthusiasm for the subject will sustain your motivation throughout the project, making the experience more rewarding.

Real-World Application:

Consider topics that have practical implications in the real world. This could involve addressing a problem, proposing a solution, or conducting research that has the potential to make a meaningful impact.

Identify a Gap or Problem:

Look for areas in your field where there might be gaps in knowledge or existing problems that need solutions. Your capstone project can contribute to filling these gaps or solving identified problems.

Feasibility:

Assess the feasibility of your project. Consider the resources, time, and access to data or materials that you will need. A feasible project is one that you can realistically complete within the given time frame and with the available resources.

Faculty Expertise:

Check if there are faculty members with expertise in your chosen area of interest. Having a mentor who is knowledgeable about your topic can provide valuable guidance and support.

Interdisciplinary Approach:

Explore the possibility of integrating knowledge from multiple disciplines if it enhances the depth and breadth of your project. Interdisciplinary projects can be particularly innovative and impactful.

Current Trends and Issues:

Stay updated on current trends, issues, and debates in your field. Choosing a topic that is relevant to contemporary discussions can make your project more engaging and meaningful.

Project Scope:

Define the scope of your project clearly. A well-defined and focused project is more likely to be successful than one that is too broad or vague.

Consult with Advisors:

Seek advice from your academic advisors or mentors. They can provide valuable insights, help you refine your ideas, and ensure that your project meets the academic standards of your institution.

Remember, the capstone project is not only a demonstration of your academic abilities but also an opportunity to explore, innovate, and contribute to your field of study. Choosing a great capstone project topic involves a balance between personal interest, academic relevance, and real-world applicability.

• Choose a capstone topic aligned with your personal interests and passions within your field.
• Identify and address current challenges or gaps in your field for a relevant and impactful project.
• Review past courses and projects for inspiration, focusing on topics that sparked your interest.
• Consider combining insights from different disciplines to create a unique and innovative capstone project.
• Seek guidance from academic advisors or mentors to refine and validate your capstone project ideas.
• Ensure your project is feasible by assessing available resources, time constraints, and data access.
• Stay updated on current trends, debates, and issues in your field for a relevant and timely capstone topic.

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Capstone Project Ideas to Get You Started  

Generating capstone project ideas is a multifaceted process that involves introspection, research, and collaboration. Begin by reflecting on your personal interests and passions within your academic field. Consider the topics that have captured your curiosity throughout your studies, and think about areas where you'd like to apply your knowledge more extensively. Additionally, review your coursework, assignments, and past projects to identify subjects that stood out or sparked your enthusiasm.

Stay abreast of current issues and trends in your field by perusing academic journals, industry publications, and news sources. This awareness can help you pinpoint emerging challenges or gaps that your capstone project could address. Engage in brainstorming sessions with peers, professors, or industry professionals to gain different perspectives and foster creative thinking. Collaborative discussions often lead to novel ideas and innovative approaches. Furthermore, explore interdisciplinary opportunities, combining insights from various disciplines, as these projects can offer unique solutions and perspectives. 

As you generate ideas, consider the practical applications of your academic knowledge, aiming for projects with tangible real-world impacts. Finally, evaluate the feasibility of potential projects, ensuring they align with your long-term academic or career goals and are achievable within given constraints. Remember, the process is iterative, and refining or combining ideas may lead to a distinctive and compelling capstone project. If that doesn’t work, the best solution is to use professional services that can save you lots of time and nerves, as well as deliver a brilliant paper. 

Nursing Capstone Project Ideas

If you're at the outset of your nursing capstone project, we recommend consulting our guide on how to write a nursing essay .

• Exploring innovations in patient monitoring systems.
• Enhancing communication in multidisciplinary healthcare teams.
• Implementing mobile health apps for patient education.
• Assessing the impact of nursing staff training on patient outcomes.
• Reducing medication errors through technology integration.
• Designing culturally competent nursing care programs.
• Investigating the role of telemedicine in rural healthcare.
• Promoting mental health awareness in critical care settings.
• Analyzing the effectiveness of nurse-led health promotion initiatives.
• Improving end-of-life care practices in hospice settings.
• Addressing burnout among nursing professionals.
• Enhancing infection control measures in healthcare facilities.
• Integrating simulation training in nursing education programs.
• Evaluating the impact of nurse staffing levels on patient outcomes.
• Developing strategies for nurse-led community health outreach programs.

Information Technology Capstone Project Ideas

• Developing a secure and user-friendly authentication system.
• Designing an intelligent chatbot for customer support.
• Implementing blockchain technology for data security.
• Analyzing trends in big data for business intelligence.
• Enhancing cybersecurity measures for online transactions.
• Creating a virtual reality application for employee training.
• Developing an automated system for IT service management.
• Designing a machine learning algorithm for anomaly detection.
• Improving cloud computing efficiency through resource optimization.
• Evaluating the usability of mobile apps for healthcare delivery.
• Designing a data analytics platform for social media insights.
• Implementing a network intrusion detection system for cybersecurity.
• Developing a software solution for efficient project management.
• Creating a mobile app for language translation in real-time.
• Enhancing user experience in e-commerce platforms through AI.

MBA Capstone Project Ideas

• Strategic analysis of market entry for a global company.
• Optimizing supply chain management for cost efficiency.
• Developing a business continuity plan for crisis management.
• Evaluating the impact of digital marketing on consumer behavior.
• Analyzing financial strategies for sustainable business growth.
• Implementing data-driven decision-making processes in organizations.
• Assessing the effectiveness of leadership development programs.
• Investigating the role of corporate social responsibility in brand perception.
• Analyzing the impact of mergers and acquisitions on organizational culture.
• Developing a comprehensive talent management strategy.
• Implementing performance measurement systems for organizational success.
• Evaluating the effectiveness of business process reengineering.
• Analyzing the impact of globalization on business strategy.
• Developing strategies for effective change management in organizations.
• Investigating the role of emotional intelligence in leadership effectiveness.

Management Capstone Project Ideas

• Leadership development and its impact on organizational success.
• Change management strategies for mergers and acquisitions.
• Improving employee engagement through effective communication.
• Sustainable business practices: a case study analysis.
• Enhancing organizational culture for innovation and creativity.
• Developing effective conflict resolution strategies in the workplace.
• Analyzing the impact of diversity and inclusion on team performance.
• Implementing lean management principles for operational efficiency.
• Evaluating the effectiveness of performance appraisal systems.
• Investigating the role of ethics in organizational decision-making.
• Optimizing project management processes for successful outcomes.
• Enhancing customer relationship management for increased satisfaction.
• Analyzing the impact of leadership styles on employee motivation.
• Implementing knowledge management systems for improved collaboration.
• Developing strategies for effective organizational communication.

Computer Science Capstone Project Ideas

If you're about to commence your computer science capstone project, we recommend exploring our list of the best online computer science degree programs .

• Designing an intelligent traffic management system using AI.
• Developing a secure and efficient data encryption algorithm.
• Creating a recommendation system based on machine learning algorithms.
• Designing a computer vision system for object recognition.
• Implementing a natural language processing application for sentiment analysis.
• Developing a scalable and secure cloud computing architecture.
• Designing a real-time collaborative coding platform for software development.
• Creating an algorithm for optimizing social media content delivery.
• Implementing a cybersecurity framework for network protection.
• Developing a virtual reality application for immersive training experiences.
• Designing an automated testing tool for software quality assurance.
• Creating a data visualization platform for complex datasets.
• Implementing a machine learning model for predictive maintenance.
• Developing a mobile app for personalized health monitoring.
• Designing a blockchain-based solution for secure document verification.

Education Capstone Project Ideas

• Designing and implementing inclusive education practices.
• Evaluating the impact of technology in elementary education.
• Developing strategies for effective classroom management.
• Assessing the efficacy of online learning platforms.
• Creating a curriculum for culturally responsive teaching.
• Investigating the relationship between teacher professional development and student performance.
• Designing gamified learning experiences for middle school students.
• Implementing a peer mentoring program to enhance student success.
• Analyzing the effectiveness of project-based learning.
• Developing a comprehensive school safety plan.
• Investigating the impact of parental involvement on student achievement.
• Designing a blended learning model for higher education.
• Assessing the benefits of outdoor education programs.
• Creating an intervention program for students with learning disabilities.
• Analyzing the influence of socioeconomic factors on educational attainment.

Marketing Capstone Project Ideas

• Developing an integrated digital marketing campaign for a product launch.
• Analyzing the effectiveness of social media influencer marketing.
• Assessing consumer perceptions of sustainable brands.
• Designing a customer loyalty program for retail businesses.
• Investigating the impact of packaging design on consumer purchasing behavior.
• Implementing data analytics for market segmentation.
• Creating a branding strategy for a non-profit organization.
• Evaluating the role of emotional appeals in advertising.
• Analyzing the impact of celebrity endorsements on brand image.
• Developing a marketing plan for the launch of a new product.
• Investigating the effectiveness of content marketing strategies.
• Designing and implementing a targeted email marketing campaign.
• Assessing the influence of cultural factors on international marketing.
• Creating a social responsibility campaign for a corporate brand.
• Analyzing consumer behavior in the era of e-commerce.

Accounting Capstone Project Ideas

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• Implementing blockchain technology for secure financial transactions.
• Evaluating the impact of tax policy changes on business financial planning.
• Assessing the effectiveness of forensic accounting in fraud detection.
• Designing a cost accounting system for manufacturing processes.
• Analyzing the financial implications of sustainability initiatives.
• Implementing data analytics for financial forecasting.
• Developing strategies for risk management in financial institutions.
• Evaluating the impact of accounting software on organizational efficiency.
• Investigating the role of corporate governance in financial reporting.
• Designing and implementing internal controls for financial compliance.
• Assessing the financial performance of socially responsible investments.
• Analyzing the impact of international financial reporting standards.
• Implementing a budgeting and financial planning system for organizations.
• Designing a financial literacy program for small businesses.
• Investigating the role of artificial intelligence in auditing processes.

Psychology Capstone Project Ideas

If you're working on your psychology capstone project, we encourage you to explore our guide on how to write a psychology case study .

• Investigating the impact of mindfulness practices on stress reduction.
• Designing and implementing a mental health awareness campaign.
• Assessing the effectiveness of therapeutic interventions for anxiety disorders.
• Analyzing the relationship between sleep patterns and cognitive functioning.
• Implementing a positive psychology intervention for workplace well-being.
• Evaluating the effectiveness of online mental health support platforms.
• Investigating the role of social support in coping with trauma.
• Designing and conducting a study on the psychology of decision-making.
• Assessing the impact of technology on children's cognitive development.
• Analyzing the factors influencing resilience in the face of adversity.
• Implementing a mental health stigma reduction program.
• Designing and evaluating a mindfulness-based intervention for depression.
• Investigating the psychological effects of social media use on adolescents.
• Assessing the impact of cultural factors on psychological well-being.
• Designing and conducting research on the psychology of motivation.

Engineering Capstone Project Ideas

• Designing a sustainable energy solution for a community.
• Implementing smart city technologies for urban infrastructure improvement.
• Developing a drone-based monitoring system for environmental conservation.
• Designing and testing a renewable energy-powered vehicle.
• Investigating the use of 3D printing in construction for cost efficiency.
• Analyzing the efficiency of water treatment technologies for clean water supply.
• Designing an automated system for monitoring and maintaining infrastructure.
• Evaluating the environmental impact of transportation systems.
• Investigating the use of artificial intelligence in optimizing energy consumption.
• Designing a smart irrigation system for sustainable agriculture.
• Implementing structural health monitoring for building safety.
• Developing a waste management system with a focus on recycling technologies.
• Analyzing the impact of green building technologies on energy efficiency.
• Designing and testing a solar-powered desalination system.
• Investigating the potential of geothermal energy for sustainable power generation.

Cybersecurity Capstone Project Ideas

• Implementing a secure multi-factor authentication system.
• Designing and conducting penetration testing for network vulnerabilities.
• Analyzing the effectiveness of intrusion detection and prevention systems.
• Developing a cybersecurity awareness training program for organizations.
• Investigating the use of artificial intelligence in threat detection.
• Designing and implementing a secure software development lifecycle.
• Evaluating the security implications of Internet of Things (IoT) devices.
• Implementing a comprehensive incident response plan for cybersecurity incidents.
• Analyzing the effectiveness of biometric authentication systems.
• Designing a secure cloud computing architecture for sensitive data.
• Investigating the impact of social engineering attacks on organizational security.
• Assessing the vulnerabilities of industrial control systems.
• Designing and testing a secure blockchain-based system.
• Implementing a cybersecurity risk assessment framework for businesses.
• Investigating the role of machine learning in cybersecurity threat analysis.

Selecting a compelling capstone project topic is of paramount importance as it serves as the foundation for a student's culminating academic experience. The topic not only reflects the culmination of the knowledge and skills acquired throughout a course of study but also offers an opportunity for students to delve into a subject they are passionate about. 

A well-chosen capstone project topic provides a platform for students to demonstrate their expertise in a particular area, showcase their problem-solving abilities, and apply theoretical knowledge to real-world situations. This final project often becomes a showcase piece in a student's academic portfolio, leaving a lasting impression on future employers or academic institutions.

As a result, the selection of a compelling capstone project topic not only enhances the student's academic journey but also contributes to the broader academic community. The process of choosing a topic requires careful consideration of personal interests, real-world relevance, and feasibility, ensuring that the capstone project becomes a meaningful and impactful endeavor that aligns with the student's academic and professional goals. While brainstorming on your topic, don’t forget to say, ‘ Do my essay for me ,’ so we can sort your other pending assignments ASAP.

Found a Topic, But Research Is a Stumbling Block?

Professional capstone project writing services can become the driving force of your submitting a first-class paper. 

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IDS Capstone Project

Share your interdisciplinary skills.

Choose a Project You’re Passionate About

A successful capstone project is based on what you are passionate about. It should reflect the areas of her interdisciplinary studies program (i.e., your emphasized area and secondary areas). Consider the following ideas when choosing and designing your project:

• What do you really want to do once you graduate from BYU-Idaho? 
• What needs does your industry have that you can contribute to? 
• In what ways will this project help you develop your own voice in what you’re passionate about? 

Successful Capstone Projects

“You can come up with an amazing project because I have seen it happen over and over again.”

Choose a Project Mentor

• Who do you know that has professional experience in your field of study?
• Is there a BYU-Idaho faculty member, employee, group, business, or someone in the community that can be a mentor?
• Will a potential mentor have time to meet with you to discuss and offer feedback and guidance on your project?

Choose a mentor who is eager to help you succeed. Keep in mind that:

• Your mentor cannot be a family member or a BYU-Idaho adjunct faculty member 
• You must meet with your mentor at least five times through the duration of the course (i.e., once before you start your project, three times during the course, and once at the end of the course) 
• The mentor’s feedback will become part of your overall grade for the course 

Get Started on Your Capstone Project

Completing the capstone course.

Along with your 50-hour capstone project, you will be given other assignments throughout the semester. You will learn how to demonstrate your proficiency in research, visual communication, writing, and presentation. At the end of the semester, you will give a professional presentation that outlines the goals, processes, and results of your project. Provide proof of your completed project (e.g., website, research paper, portfolio, etc.) in addition to your presentation.

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An idea to explore: Interdisciplinary capstone courses in biomedical and life science education

Pauline m. ross.

1 School of Life and Environmental Sciences, University of Sydney, Camperdown New South Wales, Australia

2 Faculty of Science, University of Sydney, Camperdown New South Wales, Australia

Lucy Mercer‐Mapstone

Liana e. pozza, philip poronnik.

3 FHM MediaLab, Education Innovation, School of Medical Science, Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia

Tina Hinton

4 Sydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia

Damien J. Field

While biomedical and life science research have embraced interdisciplinarity as the means to solving pressing 21st century complex challenges, interdisciplinarity in undergraduate education has been more difficult to implement. As a consequence, disciplinary rather than interdisciplinary capstones have become ubiquitous. Disciplinary capstones are valuable for students because they enable them to integrate knowledge and skills within the discipline, but they are also limiting because the integration is within rather than across disciplines. In contrast to a capstone, which involves a single discipline, interdisciplinary capstones require two or more disciplines to combine and integrate across disciplinary boundaries. Interdisciplinarity, where two of more disciplines come together, is difficult to implement in the biomedical and life science curricula because student majors and finances are administered in ways, which reinforce institutional organization of schools and faculties and prevent collaboration. Here in this “idea to explore” we provide an interdisciplinary capstone model where students enroll in disciplinary courses, but then these disciplinary courses and students collaborate on interdisciplinary real‐world problems. This interdisciplinary capstone model was implemented across two diverse and large biomedical and life science schools within two faculties in a research intensive, metropolitan university. This approach allows for integration of the biomedical, social and ethical perspectives required when solving problems in the real world, such as COVID‐19. Interdisciplinary learning also better prepares students for higher degree research and future careers. Overcoming disciplinary curriculum silos and faculty barriers is critical if we are to meet expectations of acquiring interdisciplinarity as a key competency.

Comparison between disciplinary and multidisciplinary silos and interdisciplinary learning to solve real world problems.

1. INTRODUCTION

Interdisciplinary learning has increasingly been seen as necessary yet challenging to implement in undergraduate biomedical and life science education. 1 , 2 , 3 Interdisciplinarity emerged as researchers recognized that solving the complex challenges of our time, such as the spread of infectious diseases, food and water security and climate change, requires the integration of expertise and skills of several disciplines and sub disciplines and that breakthroughs often occur at these intersections. 4 , 5 , 6 , 7 , 8 This has been brought into sharp focus with the COVID‐19 pandemic.

Interdisciplinarity has been defined when two or more disciplines combine and interact across disciplinary boundaries to solve a problem, creating a solution that cannot be produced by one discipline alone. Boix Mansilla 9 described it as “the capacity to integrate knowledge and modes of thinking in two or more disciplines to produce a cognitive advancement, for example, explaining a phenomenon, solving a problem, creating a product, raising a new question in ways that would have been unlikely through single disciplinary means” (Boix Mansilla, p.4). Tripp and Shortlidge 3 defined it “… as the collaborative process of integrating knowledge/expertise from trained individuals of two or more disciplines leveraging various perspectives, approaches and research methods/methodologies to provide advancement beyond the scope of one discipline's ability”. 2 , 3 , 9

Interdisciplinarity has been more difficult to implement in undergraduate education than in research because student discipline concentrations and finances administered by schools and faculties reinforce organization structures and prevent collaboration. As a consequence, disciplinary rather than interdisciplinary capstones have become ubiquitous. Capstone experiences, often termed ‘culminating experiences’, have become popular in a wide range of undergraduate degrees because they provide opportunities for students to connect and integrate knowledge and skills of the biomedical and life science disciplines, attain graduate qualities, and transition into professional pathways and employment. 10 , 11 , 12 , 13 While disciplinary capstones are valuable, they are also limiting because the integration is within rather than across disciplines. In contrast, interdisciplinary capstone courses integrate content within and outside the biomedical and life science disciplines and provide opportunities for students to use their disciplinary knowledge to solve real problems that dominate life after university. 14 Creating true interdisciplinary capstone experiences requires faculty and students from two or more disciplines across faculties and schools to merge and collaborate.

In this article we describe a curriculum model for implementing interdisciplinary final year capstone experience in biomedical and life science undergraduate education where students from different disciplinary backgrounds come together to work in interdisciplinary teams to solve 21st century problems. To do this we first describe the history of the emergence of interdisciplinarity. Second, we critically analyze interdisciplinary capstones which have so far been implemented. Finally, we describe a capstone model of interdisciplinary learning and assessment and the challenges faced in design and implementation and thfor interest present some preliminary comments from students.

1.1. History of the emergence of interdisciplinarity

Interdisciplinary approaches to biology research and education emerged when the report ‘BIO2010: Transforming Undergraduate Education for Future Research Biologists’ 7 recommended embedding interdisciplinary learning into the biology undergraduate curriculum. This was subsequently supported by a series of publications and the National Research Council (NRC) in its 2009 publication of “ A New Biology for the Twenty‐First Century ”. 8 , 15 , 16 , 17 It was the Vision and Change in Undergraduate Biology Education statement, 17 however, which consolidated and advanced the importance of biological concepts being applied to real world problems. 18 AAAS 17 identified the interdisciplinary nature of science as a core competency for students. For example, the management of habitats such as coral reefs and diseases such as COVID‐19 requires the consideration of biomedical, biological, political, economic, sociological, and ethical dimensions. 19

Interdisciplinary learning, through complex problem solving, was seen as a way for undergraduate students to use their disciplinary knowledge in real world contexts, allowing them to become aware of disciplinary affordances and limitations and to be much better prepared for the workplace. 20 , 21 , 22 , 23 , 24 Interdisciplinary experiences develop complex problem solving, collaborative, and transferrable skills. 22 , 25 , 26 Moreover, DeZure 25 described a comprehensive set of benefits of interdisciplinary learning, emphasizing the dynamic changes which occur in knowledge construction when disciplinary boundaries are crossed and the shift in perspectives when integration of disciplines occurs to solve pressing social and scientific challenges.

1.2. Approaches to interdisciplinarity

Approaches to interdisciplinary education vary widely (Table  1 ). Table  1 provides a summary of recent curriculum designs of interdisciplinary capstones, including a description of the design, the degree of interdisciplinary integration and collaboration and the pedagogy used. The degree of integration in interdisciplinary capstones has ranged from traditional (students from the same discipline taking on roles) to overlapping and fully integrated (students working in mixed interdisciplinary groups). Most commonly interdisciplinary learning is organized around students collaborating in project groups to solve a real‐world problem (e.g., References [22, 24, 26, 27]) where students take on different disciplinary roles (e.g., References [ 22 , 23 , 28 ], Table  1 ).

Summary of recent studies on interdisciplinary capstones, including a description of the design, the degree of interdisciplinary integration and collaboration and the pedagogy used

Note : Degree of integration ranged from traditional (students from the same discipline taking on roles) to overlapping and fully integrated (students working in mixed interdisciplinary groups).

Interdisciplinary learning is less frequently organized around students with different disciplinary backgrounds working together in authentic interdisciplinary teams taught by interdisciplinary faculty (e.g., References [ 20 , 26 , 29 ], Table  1 ). Pedagogies are generally active learning approaches 2 , 22 , 23 , 26 , 29 , 30 such as problem solving, 27 , 28 project work, 24 , 27 case studies, 22 , 26 technology and demonstrations with guest lectures 26 , 29 and constructivism. 20

To guide interdisciplinary learning, frameworks such as the Interdisciplinary Science Framework (IDSF) have been created through conversations with researchers. 3 The IDSF provides a set of ingredients essential to interdisciplinary learning, including a basic understanding of disciplines (disciplinary grounding), how disciplines integrate (advancement through integration), the use of different disciplinary research methods, and collaboration across disciplines. Assessment frameworks from Boix Mansilla et al. 31 which outline criteria and standards that can be shared with students and faculties also answer questions on how to measure the performance of students in interdisciplinary learning.

Despite interdisciplinary learning now being at the leading edge of biomedical and life sciences undergraduate education, barriers remain in its implementation. 3 , 7 , 8 , 15 , 17 , 32 This is in part because universities reinforce disciplinary boundaries in both research and education, 3 but also because many biomedical and life science faculty are ill equipped to teach interdisciplinary skills. Departments mostly seek, hire, and promote faculty who are experts in their discipline with an academic identity and allegiances to disciplines being formed during undergraduate studies and cemented during PhD and postdoctoral training. 3 , 33 Undergraduate biomedical and life sciences curricula induct students into their discipline in the same way as their faculty teachers—through a narrowing of disciplinary focus and expertise over the course of degree. This means that students are often unfamiliar and ill‐equipped, and not sufficiently supported, to apply their disciplinary knowledge in interdisciplinary settings. If we are to meet the challenge of developing students' competency in interdisciplinarity then we need to go beyond students assuming hypothetical disciplinary roles and create models which bring together students from different disciplinary backgrounds to solve real‐world problems.

1.3. Interdisciplinary capstone model and challenges

We created and embedded a curriculum model of interdisciplinarity in each science concentration in a Faculty of Science. We defined “concentration” as a specific area or field of study within the broad field of life and medical science i.e. genetics and physiology. In our situation in Australia, the word “major” is used to encompass both broad and more narrower areas of study i.e. is inclusive of genetics, physiology, biology or medical science. We used the term concentration because it is a term more commonly used in curriculum across higher education. To create an interdisciplinary capstone course in the junior or final year of medical and life science degree, each concentration formed a partnership with at least one or more other concentration to form an interdisciplinary capstone. Thus, combined capstones effectively had students from at least two concentrations or two distinct disciplines (Figure  1 ). Figure  1 provides a conceptualisation of the degree of interdisciplinary integration from a traditional siloed model to an overlapping model where there is both disciplinary content and areas of interdisciplinarity or cross over among cohorts, to a fully integrated model. For example, an interdisciplinary capstone in biochemistry and molecular biology formed a two‐way partnership with mathematics concentrations while infectious diseases formed a three‐way partnership with biology and history and philosophy concentrations (i.e., overlapping model in Figure  1 ). Partnerships between and among courses were required to have at least 50% disciplinary and 50% interdisciplinary content and activities. Most adopted the overlapping model whereby two or three capstone courses combined for a team‐based interdisciplinary project for 50% and maintained 50% discipline‐specific content for cohorts separately (Figure  1 , A and B or A, B and C courses combined). Less frequently adopted was an integrated model where capstones effectively became one coherent interdisciplinary capstone where interdisciplinary content was dominant (Figure  1 ). Initially the overall model of interdisciplinarity for the curriculum was written and described by presidents in vision statements, created in policy by senior leaders and then designed and realized by staff in faculties and at the coal face (Figure  2 ). Figure  2 provides a conceptualisation between the degree of interdisciplinary integration as experienced by the student and the agents involved in the design and implementation including academics and senior leaders in the institution.

Degree of interdisciplinary integration

Degree of interdisciplinary integration and actors involved in the implementation including academics and senior leaders in the institution

Some course partnerships were formed between concentrations to accommodate certain restrictions such as cohort size disparity. The variation in cohort size between courses (ranging from less than five to over 300) was the result of students' preferences for particular concentrations. The disparity of student class sizes was resolved by either merging concentrations where there were small student cohorts or diversifying projects, where there were large student cohorts in concentrations. For example, small student numbers in two concentrations of, similar disciplines, such as food and nutrition, were often merged to act as one concentration to partner with a second distinct concentration such as statistics. Where there were large student cohorts, multiple partnerships were formed, working on a diversity of projects. Having comparable cohort sizes within partnerships was desirable, so that the formation of student groups with representatives of each of the disciplines could occur.

Further, as interdisciplinary courses were required for each concentration, students taking concentrations of both biology and genetics could be affected by the partnership approach. Students taking two concentrations, or two majors, were required to complete two interdisciplinary courses, so long as these courses were not in the same partnership. To ensure that these students were not affected, extensive cross‐checking of enrolments by concentration pathways had to be undertaken. For those students who found themselves requiring both interdisciplinary courses for concentrations which had partnered, other options (offered centrally by the university) were counted as an interdisciplinary experience for one of these concentrations.

This interdisciplinary capstone model was more authentic than other interdisciplinary curriculum models because students represented the discipline of their concentration, rather than taking on a role of a discipline. It also overcame administration and financial challenges. Given that student fees routinely follow the disciplinary or concentration pathways of student choice, constructing interdisciplinary capstones within concentrations meant that student enrolments and fees still went to the department or faculty within which the student was enrolled, which solved the problem of competition for students and funding.

Administering combined cohorts from different capstones which would normally have separate CANVAS Learning Management System (LMS) sites was solved by a single LMS which enrolled students from all partnered course cohorts. This single LMS was a place where students and staff were able to source all the information and materials related to the interdisciplinary aspects of the course. On this site, there was clear signposting of discipline‐specific and interdisciplinary content and assessment (Figure  3 ). This has the added benefit of enabling students to see all the discipline content across courses, should they be interested in or wish to understand different disciplinary perspectives on their projects.

CANVAS LMS interdisciplinary site for biology, genetics and history and philosophy of science—a three way partnership

While faculty were willing to cross disciplinary boundaries to do interdisciplinary research, some were reluctant to cross the same disciplinary boundaries to do interdisciplinary teaching. First, faculty expressed anxiety about their inexperience in teaching and supporting students to develop the skills required for interdisciplinary work. Other studies have found that faculty may be reluctant to teach interdisciplinarity believing learning disciplinary knowledge and skills are sufficient. 34 Solutions to this included a sustained program of support and academic professional development. Second, faculty also expressed anxiety about the ‘watering down’ of discipline concentration content. Typical complaints included “shouldn't final‐year capstones be focused solely on discipline‐specific research?”, aligning with the Kift et al. 12 narrowed ‘mountain‐top’ conceptualization of capstone subjects which has historically been popular. To address these concerns, a consensus was reached where the minimum of interdisciplinary learning was set at 50% reflecting the overlapping model of integration and the other 50% being disciplinary content. Many courses did opt to increase the interdisciplinary proportion and did so predominantly by designing a more fully integrated delivery of disciplinary and interdisciplinary aspects (Figure  1 ). This ensured, as intended, that the concentration content acted as a foundation upon which to build and apply skills in interdisciplinary contexts, teams, and problems.

Assessment was, as expected in an assessment‐driven curriculum, the place where the largest number of issues weras raised. Other studies have found that assessment of interdisciplinary learning commonly involves group outputs such as management plans and grant proposals, developed through multiple stages of drafting and feedback, 20 , 23 often accompanied by individual reflection statements. 20 , 27 , 28 Assessment associated with the interdisciplinary component of the capstones—a large interdisciplinary project – was aligned and shared between partnered courses (Table  2 ). We designed from the outset that the assessment in these interdisciplinary capstone courses be aligned so that the learning outcomes of interdisciplinary projects were validly evaluated. This also had the effect of team members being accountable to one another – as in any project‐based work environment.

Shared assessment scheme adopted across interdisciplinary courses

Note : Mostly this was 50%:50% disciplinary and interdisciplinary content for both individual and group work.

The usual concerns were consequently raised regarding how to grade a student's ‘true’ abilities given a high proportion of group work. The perception existed that group work problematically results in historically lower‐performing students receiving higher marks when working with historically higher‐performing students. Assessment was organized so that there was a minimum of 50% individually assessed tasks and 50% group work and most commonly a 50%:50% disciplinary to interdisciplinary break down, although this could be varied depending on the approach and although rare, there was flexibility to increase the interdisciplinary assessment component (see Table  2 ). Peer evaluations were used to assess group members, introducing an additional level of transparency and accountability around group marks occurred and sometimes was used to moderate the project, group report (Table  2 ).

Other courses within our institution which have a high proportion of group work have shown a trend towards students receiving a higher course mark than their personal average, potentially resulting in such courses being perceived as ‘an easy option’ by both staff and students. At this stage, however, those perceptions seem to be unfounded, based on a well‐designed curriculum to discourage such effects, and cannot with any certainty be causally linked to group work. It may instead be that the courses are designed using best practice evidence‐based approaches which allow space for a greater number of students to achieve at a higher standard, relative to other more traditional modes of teaching in science. Only time and more research will tell.

Some issues arose when some coordinators treated the 50% interdisciplinary and disciplinary concentrations streams of the courses as entirely separate when it came to assessment – rather than using one to support the other. Additional assessment burden could occur if coordinators broke up the disciplinary content and assessment into small components. For example, there were sometimes requests to break up the disciplinary exam into multiple, smaller quizzes. Most of these requests were unsuccessful, because there was a formal approval processes in place for assessment changes at both school and faculty levels and policies to prevent over assessing, through multiple low value tasks. Examples of such an integrated assessment scheme included coordinators using the disciplinary tasks to get students to conduct literature reviews on their own disciplinary area relevant to the interdisciplinary project, hence preparing them to contribute to their group's interdisciplinary research project. Most studies report positive student feedback on assessment in interdisciplinary learning. 22 , 26 Negative student feedback on interdisciplinary learning is more often related to students seeking more guidance from staff 24 and frustrations when communication and technology breakdown occurs. 26 , 28

It is possible, as has been found by other studies, to identify criteria to measure interdisciplinary competency. 3 , 31 These criteria include disciplinary understanding, integration, perspective taking and collaboration. The interdisciplinary competence of students in this study was assessed through their group project work and individual reflection (Table  2 ). Project work by students working in groups accounted for 50% of the assessment, including a reflective statement. Reflective statements feature strongly as assessment components in interdisciplinary capstone courses. 20 Literature on the assessment of student progress towards interdisciplinary competency is voluminous. 35 Rubrics to assess interdisciplinary learning are abundant in the literature, however, these are only useful if they are clearly understood by both students and faculty. Common themes in the literature include the capacity of students to integrate and make connections across disciplines, identify differences in disciplinary perspectives and work in groups where assessment includes both self and peer assessment. 25 To assess performance standards of interdisciplinarity we created, based on the literature, an interdisciplinary rubric (Table  3 ) which we attempted to implement. Interdisciplinary capacity can be described by performance standards using scalable verbs of what students do or how often a student demonstrates a skill (Table  3 ). It was much more straightforward to assess disciplinary content through assessment types such as exams, and written statements of project problems from a disciplinary perspective (Table  2 ) rather than interdisciplinary effectiveness which is a combination of integration, perspective taking and collaboration (Table  3 ).

Rubric which describes competency in interdisciplinarity using four criteria and standards of attainment of the criterion of integration in terms using scalable verbs which articulate what students do and how often a student demonstrates the described verb

Source : Based on Boix Mansila et al. 3

2. DISCUSSION

If students are to develop interdisciplinarity, then there needs to be curriculum designs which enable authentic integration of different disciplinary perspectives. The interdisciplinary capstone model we describe here enables students from different disciplinary backgrounds to integrate disciplinary understandings and skills to solve interdisciplinary problems. The unique feature of this model of interdisciplinary capstone courses in this idea to explore provide a description of “how” students from different disciplinary backgrounds and majors can be brought together in ways which are similar to what occurs in interdisciplinary research teams and in the workplace. Other approaches to interdisciplinary learning which have students from only one discipline take on roles of other disciplines, achieve limited authenticity, 3 , 20 (Table  1 ). This contrasts with more authentic examples of curriculum models in courses 36 and as immersive and intensive challenges. 37 Authentic integration of disciplines as described in this interdisciplinary capstone model brings together students and faculty from different disciplines or concentrations who have not previously interacted or collaborated on teaching or research. The key point of difference in this design and model of interdisciplinary capstone courses is that the students are representing different disciplines. This makes the design more authentic. It is then the interactions between students to solve problems, which creates integration and interdisciplinarity. In this way it aligns with the definition of Boix Mansilla (p.4) 9 who described interdisciplinarity as “the capacity to integrate knowledge and modes of thinking in two or more disciplines to produce a cognitive advancement e.g., explaining a phenomenon, solving a problem, creating a product, raising a new question in ways that would have been unlikely through single disciplinary means”.

This is not, however, the only curriculum model for interdisciplinary learning. For example, Princeton's Integrated Science program, has a shared governance structure among faculties and departments thus seeking to overcome disciplinary silos. The National Experiment in Undergraduate Science Education (NEXUS) project similarly sought to better prepare pre‐medical students through the provision of a broader and more interdisciplinary curriculum. 29 The project was a collaboration between four universities in the United States and focused on the development of modules integrating biological, chemical, physical, and mathematical sciences. To ensure the project came to fruition and maintained its focus, numerous levels of organization were established including a steering committee comprised of members of each participating university and an advisory board linked to broader stakeholders.

It is also important to acknowledge that Course Based Undergraduate Research Experiences (CUREs) where students work on original research problems have similarities and differences with this interdisciplinary model described here. CUREs, like interdisciplinary capstone courses aim to develop students critical thinking and problem‐solving skills. 38 , 39 In addition to these skills, and unlike CUREs, interdisciplinary capstone courses are focused on bringing together students and staff in concentrations who would not normally work together, including in some instances the disciplines of social sciences, mathematics and philosophy.

As others have found, interdisciplinary learning is easier to imagine than implement. 20 The success of these interdisciplinary capstones was strengthened because there was institutional support from senior leaders of the university and faculty and interdisciplinary effectiveness was identified as a core graduate quality (Figure  2 ). A central education committee with representatives from all departments and faculties oversaw the process of design, approval and delivery. To co‐ordinate the implementation of the interdisciplinary capstone courses, a central faculty‐based staff member was also appointed who had mixed skill sets in science, interdisciplinary research, and education. The role of this staff member was to assist faculty to form partnerships between distinctly different science disciplines to ensure a truly interdisciplinary experience and to support and oversee the coherent implementation of the interdisciplinary capstone model. These interdisciplinary courses were supported and sustainable even through the COVID‐19 pandemic.

Although evaluation is still at the early stages, student evaluations of the units provide evidence that students have developed interdisciplinarity. For example, non‐solicited student responses commented on the benefits to work with students from other disciplines:

“The chance to work with other people in different disciplines has really helped me understand the concept of interdisciplinary group work and what some of the challenges may be with this” and “being able to work closely with my group was rewarding and challenged me to learn with an interdisciplinary mindset”.

“I developed my ability to work effectively with others studying in a different field(s) from me”.

Finally, the interdisciplinary capstone model described here resolved challenges and connected students in concentrations across a broad set of medical and life sciences to build the capacity of both students and staff to develop interdisciplinarity as a key competency. This approach allows for integration of the biomedical, social and ethical perspectives required when solving problems in the real world, such as COVID‐19. Interdisciplinary learning also better prepares students for higher degree research and future careers. Overcoming disciplinary curriculum silos and faculty barriers is critical if we are to meet expectations of acquiring interdisciplinarity as a key competency.

ACKNOWLEDGMENTS

We would like to thank the course coordinators and educational design team during the development of this curriculum model, including Dr Thomas Jephcott. We also thank Dr. Vicky Tzioumis for her suggestions on this manuscript. This study was covered by the University of Sydney Human Ethics Approval 2020/455 project title “Evaluating the Faculty of Science Interdisciplinary Project‐Based Capstone Units.”

Open access publishing facilitated by The University of Sydney, as part of the Wiley ‐ The University of Sydney agreement via the Council of Australian University Librarians.

Ross PM, Mercer‐Mapstone L, Pozza LE, Poronnik P, Hinton T, Field DJ. An idea to explore: Interdisciplinary capstone courses in biomedical and life science education . Biochem Mol Biol Educ . 2022; 50 ( 6 ):649–660. 10.1002/bmb.21673 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

2024 Interdisciplinary Capstone Designs

Territorial acknowledgment.

We acknowledges that much of our work takes place on the traditional territory of the Neutral, Anishinaabeg and Haudenosaunee peoples. Our main campus is situated on the Haldimand Tract, the land granted to the Six Nations that includes six miles on each side of the Grand River. Our active work toward reconciliation takes place across our campuses through research, learning, teaching, and community building, and is co-ordinated within the Office of Indigenous Relations.  

A MESSAGE FROM THE ASSOCIATE DEANS  

Jason Grove Engineering

Johanna Wandel Environment

Cecilia Cotton Mathematics

Welcome to the Interdisciplinary Capstone Design Symposium!  A pilot from the Faculties of Engineering, Environment, and Mathematics --- expanding to other faculties in years to come.  In line with Waterloo@100, this symposium brings together a selection of projects primarily related to the Global Future theme of sustainability, from across multiple faculties.

Participating students are from Environment and Business, Computer Science, and a variety of Engineering disciplines including: Chemical, Civil, Computer, Electrical, Management, Mechanical, Mechatronics, Software, and Systems Design Engineering.  All students, instructors, and TAs, were co-located in the Ideas Clinic, creating opportunities for multidisciplinary and interdisciplinary interaction and collaboration at all levels.

Capstone is the culmination of the undergraduate student experience, providing a critical opportunity for students to showcase their ingenuity and design skills --- in the classroom and beyond.  Capstone encourages teams to engage with real-world problems outside the classroom, as a transitional educational experience to the larger scopes and longer timelines (even longer than co-op!) that they can expect to see in their careers.

Opportunity/problem identification, background research, ideation, empirical work, and evaluation are universal elements of capstone.  These elements can have varied realizations in different disciplines, with some common threads. For example, some teams from all three faculties took TCPS2 training and engaged with some form of human subject interaction.  Engineering learned PESTLE analysis from Environment. CS students got help building physical devices from Engineering.  Environment/Business students connected Engineering projects to broader scopes and real deployment contexts. CS students were inspired by Environment students to choose sustainability-oriented projects.  All teams benefited from presenting to and hearing from more diverse audiences.

Thank you to capstone clients, project sponsors, expert advisors, TAs, support staff, W Print, and the Ideas Clinic. Capstone is truly a team effort at every level. Your contributions are essential to and have enriched the educational experience of the students.  Your leading examples of caring and commitment have helped to launch the students into their careers as compassionate and knowledgeable professionals.  Thank you.

Students: Congratulations on your hard work and accomplishments!  We are proud of you and your inspiring projects. We are confident that you will do great things after graduation. Best wishes on your next adventures!

Jason Grove, Engineering Johanna Wandel, Environment Cecilia Cotton, Mathematics

CAPSTONE DESIGN PARTICIPANTS  

Engineering.

Accessiloo Aeroculture BikeLocks Composite Damage Elm Search Forge GreenMachine Team Mercury TurboPump Turncare

COMPUTER SCIENCE

All joined Safi Sorry, That's Classified

ENVIRONMENT AND BUSINESS

1. Developing a business case for naturalization 2. Food label- carbon calculator 3. smart labellers 4. Walker Zero Waste 5. HydroBud 6. Impact Investing 7. ??QYJTZ??? 8. Engaging Future Leaders 9. Commercial Usage of Aeroponics in Rural Spaces - Business 10. Costing Climate Change Impacts 12. Emission Impossible 13. Waste Warriors. 14. Sustainable Biochar as an Alternative to Peat 15. Carbon Neutralizers. 16. City of Waterloo - Encouraging Public Transit Use 17. Green Procurement - City of Waterloo 20. Encouraging the use of Public Transit in London - Transit Trailblazers 23. EV batteries and their market at end-of-life 25. Circular Economy of Containers and Cups 27. Analysis of Hydrogen Market Potential in Sault Ste. Marie 28. Reverse Logistics

Evan Cheer, Carina Chiu, Jonathan Lanson, Jessica Zhang

Accessiloo, a mobile app designed and developed for the University of Waterloo campus navigation, addresses mobility challenges for individuals with accessibility needs. User studies revealed issues with inaccessible pathways and a need for real-time accessibility information. Accessiloo meets AODA standards, locates diverse washrooms, offers accessible navigation across elevations, and adheres to WCAG guidelines, ensuring inclusivity. Accessiloo transforms campus accessibility, embodies the university's commitment to equity and innovation, empowering all users to navigate with dignity and ease.

Aeroculture

Leon Han, Frederick Kwan, Darby Smyth, Edna To

Aeroponics is a soilless modern agricultural practice that utilizes a misted nutrient solution to achieve plant growth. A typical aeroponic system can get quite technically complicated, even before complete automation. Our team, Aeroculture, presents a compact autonomous in-home aeroponic system intended to grow leafy greens and similar produce. We aim to provide a user friendly “do it yourself” (DIY) solution to people without the technical background to construct their own aeroponic system. Our base system is presented with alternative components to accommodate different user situations. 

William Ancich, Gavin Dan, Veronica Leong, Jerry Xing

Bike theft is a widespread issue in developed societies, especially in busy areas like cities and campuses. Most stolen bikes are never found, and many thefts aren't reported. We aim to combat this by detecting theft in progress. Two phases of theft are deterrence (before) and recovery (after). Common deterrence options like steel U-locks are easily defeated. For recovery, GPS trackers have limitations. Our solution focuses on deterrence, with a vibration-sensing attachment for U-locks. It alerts the owner of angle grinder attacks. We ensured accurate detection and fast notifications.

Composite Damage

Continuous fibre reinforced polymeric composite materials are increasingly utilized in manufacturing due to their high stiffness and lightweight properties, especially in aerospace and automotive industries. Stress analysts must accurately predict their behaviour under fatigue loading, requiring an understanding of composite crack propagation theory. Unlike metallic alloys, composites are brittle and fail without deformation, necessitating early micro crack detection. This project focuses on developing a thermographic technique, specifically Infrared Thermography (IRT), to monitor fatigue-induced damage in composites. Detecting heat release upon crack initiation will enable proactive damage detection, aiding in understanding material failure under fatigue loading.

Peter Ke, Ernst Mach, David Mehic, Ray Yang, Yizhe Zhang

Elm Search aims to streamline internal search tool development by providing a versatile information retrieval system. It eliminates the need for companies to build their own solutions, offering seamless integration into existing infrastructure. With adaptable features for structured and unstructured data, Elm Search consolidates information from various sources into a single, efficient search platform. By prioritizing accuracy and productivity, it enhances access to critical information, reducing manual search efforts and fostering streamlined operations.

Iniyan Chelladurai, Ryan Hoffman, Ahsan Nadeem

In early 2022, Wordle gained popularity with over 45 million visits in January alone. Recognized for its simplicity and educational value, it inspired the creation of BeatBounty. BeatBounty challenges players to identify songs by title, artist, or genre from short clips in a playlist. With plans for a 'Song of the Day' mode, it aims to introduce new music to players. Using a round-based system, players guess as more of the song is revealed, earning points based on accuracy. Currently in limited testing, BeatBounty aims to address feedback for wider use.

GreenMachine

Shivam Abhi, Dafydd Banfield, Manvir Banwait, Behnoud Hosseinian, Milind Jain, Jillian Lee

This project tackles utilizing curtailed renewable power in Ontario. Curtailment occurs when renewable sources produce more than the current transmission capacity or demand and must be turned off until demand increases. A solution: using power to gas technology and existing natural gas infrastructure to create grid level energy storage and transmission, salvaging this curtailed power. This project's technological and economic analysis will focus on the region surrounding Sault Ste. Marie and aims at injecting Hydrogen produced from curtailed energy through the Great Lakes Pipeline. 

Team Mercury

Kyle Dyck, Braden Mah, Nicolas Quintana, Eli Vlahos

As climate change and international conflicts threaten energy infrastructure across the globe, companies like Tesla are ramping up their production of energy solutions. These solutions require industrial instruments to service them but tracking and maintaining these instruments is expensive and complex. Project Mercury simplifies logistics by attaching a wireless microcontroller to each instrument, relaying its status to a remote database, and displaying the state of all instruments on an online dashboard.

ABM Hussein, Roman Kobets, Aaron Leszkowiat, Artem Sotnikov, Lana Tomlin

During World War II, turbopumps were invented for rocket engines, crucial for overcoming Earth's atmosphere. They enable efficient combustion by pressurizing propellants. Traditionally, heavy tanks were required for high-pressure storage. Turbopumps allow low-pressure storage, reducing weight significantly. Consisting of a pump driven by a high-speed gas turbine, they're integral but complex in rocket engine design. Not yet utilized in student rockets, their development could revolutionize Canadian rocket engineering. This project aims to equip student teams with turbopump technology, enabling future advancements. The prototype aims to demonstrate feasibility, not flight readiness, aiming for specific performance metrics in water tests.

Noah Coutinho, Vansh Dhingra, Adam Iantorno, Joshua Sewerynek, Lily Tao, Rishikesh Vimalendran

We've created a smart mattress topper to combat pressure ulcers, affecting more than 3 million adults in the US. Traditional prevention involves manual turning every two hours, but our prototype utilizes pressure sensors and patient data to identify vulnerable areas. Pneumatically controlled air pockets adjust pressure, enhancing blood flow and comfort. A mobile app allows real-time monitoring and control, reducing the labor-intensive nature of care.

Daekun Kim, Charles Liu, Ricky Mao, Jonathan Xu

Inspired by image reconstruction progress, All Joined explored EEG-to-image reconstruction. Despite recent achievements, like DreamDiffusion's limited-class reconstructions resembling classifiers, our goal was broader: real-time EEG-to-image modeling for diverse stimuli, promising innovation in medical diagnosis, brain-computer interfaces, AR/VR, and neuroeducation. Our methodology involved stimulus/data collection, preprocessing, and model training, yielding 16,000+ EEG-image pairs across 8 participants. We innovated by enabling cross-dataset learning, yet model performance was limited by representation challenges and preprocessing complexities. Future work targets dataset expansion and streamlined preprocessing for enhanced real-time inference.

Miraal Kabir

At Safi we have patented the world's first, small-scale pasteurization control unit targeted towards dairy farmers and vendors in East Africa. The off-the-grid device kills milk-borne diseases while retaining the key nutrients of milk. Our hardware solution is combined with a software solution which addresses inadequate traceability in East African dairy supply chains. It remotely records milk pasteurization data and centralizes production information, empowering regulatory bodies to ensure the safety of the milk, and providing valuable insights to vendors to improve their efficiency and profits. 

Sorry, That's Classified

Areena Akhter

As of 2022, refugees made up 17.23% of Canadian permanent residents. In accordance with the UN SDG for peaceful and inclusive societies and judicial systems, refugee-related legal datasets should be publicly available, while preserving the privacy of refugee claimants. I worked with Osgoode Hall Law School's Refugee Law Lab to develop a framework for evaluating how redaction algorithms address this privacy-transparency tradeoff, and applied it to an ML algorithm for the Canadian context that demonstrated high technical accuracy while addressing completing obligations to stakeholders. 

Jonathan Ho

Junhong Huang

Ikkshita Vinaya

Charlotte Zhang

 1. Developing a business case for naturalization

The project titled "Developing a business case for naturalization" analyzes the potential values of the University of Waterloo campus naturalization. It aims to address social barriers to sustainable landscaping, this initiative involves reviewing landscaping standards, examining naturalized spaces, and conducting stakeholder analysis. The project aligns with UN Sustainable Development Goals, focusing on enhancing biodiversity, improving student well-being, and promoting sustainable urban development. Recommendations will be based on the economic, environmental, and societal benefits of naturalized landscaping.

2. Food label- carbon calculator

Yihan Lu, Qi Qi, Jia Qin, Xiangyun Wang, Xinya Zhou

Our team aimed to develop a carbon calculator and collaborated with the marketing team to create and promote a food label on carbon footprints, using EV3 Cafe as an example.The scope of our calculator focuses on the transportation of food products, and the final calculator is intended to be presented in Excel format. 

Esther Zhou

3. Smart Labellers

The sustainable food service at the University of Waterloo lacks sustainable labelling. The key issue is that the cafe's food labelling lacks sufficient sustainability information to help customers make more sustainable food choices. Therefore, we are attempting to solve the issue of growing and designing sustainable information on food labels in ev3rcafe. Overall, we expect that our research can assist the University of Waterloo in developing a sustainable campus and reducing food-related emissions.

4. Walker Zero Waste

Chloe Fan, Joy Gu, Ava Henderson, Ruby Hong, Clara Lau, Avery Sudsbury

The Walker Zero-Waste Team is developing a circular economy framework across Walker Industries' operating divisions. The focus is on identifying and optimizing waste streams through the principles of reduce, reuse, and recycle, with the ultimate objective of establishing a robust Zero Waste Strategy. The Walker Zero Waste initiative aims to elevate sustainability through promoting industrial symbiosis within the company's operations.

5. HydroBud

Katie Franken, Jiayu Li, Laura Menezes, Rumaisha Qadar, Alexis Windatt

HydroBud envisions utilizing advanced hydroponics technology and evolving automation to implement vertical hydroponics units within Toronto food banks and community organizations. This initiative aims to alleviate the food insecurity crisis low-income communities face by addressing the current food supply challenge.

6. Impact Investing

Michelle Angkasa, Jonah Barkey, Emma Cheung, Trisha Duza, Willow Glicksohn, Liam O'Rourke

Impact Investing refers to investments made with the intention to generate positive, measurable social and environmental impact alongside a financial return. The problem area we are working within encompasses the identified gap in funding and support for social entrepreneurs in KW, as well as strategic plan fulfilment by educational institutions. By examining the Impact Investing space at UW, we hope to answer the question of if a Propel Impact Investing Fellowship program could be implemented as an experiential learning opportunity for students.

7. ??QYJTZ??? 

Tian Jiang, Xinyu Jin, Xin Li, Yating Luo, Qianyi Wang, Caver Zhou

We are hoping that our research will provide valuable insights and analysis toward the goal of enhancing the engagement of undergraduate students in sustainability conversations and activities, particularly the significance of leveraging social media to encourage young people to create, communicate, and share about sustainability issues. More specifically, we will continue to understand the preferences of students in use of social media and explore how to optimize the output of social media content by analyzing the effectiveness and outcomes of existing channels.

Caelen Fraser

Maximilian LeDuc

Sergio Wang

8. Engaging Future Leaders 

Our project is focused on exploring why the enrollment numbers for domestic students have declined in SEED programs at the University of Waterloo. As well we are going to conduct research to help find a successful strategy to bring enrollment numbers back to where they were and hopefully bring a consistent improvement in domestic enrollment.

Dominik Kerekes

Sharlene Nguy

James Torrance-Perks

Kayla Wickham

9. Commercial Usage of Aeroponics in Rural Spaces - Business

Food insecurity is a widespread problem where individuals or communities lack consistent access to enough affordable and nutritious food to support a healthy and active life. We aim to provide a solution to this issue through the use of aeroponics. Our research will explore different aeroponic systems to create a framework that gives recommendations and information to users on which system to get/build and which product should be grown. We aim to support the development of food sovereignty and resilience in community-led food systems in Canada.

Mahwash Kargel

Zhengqi Kuang

Simran Sampat

Aranjot Tutt

10. Costing Climate Change Impacts

The project is to create a framework that the City of Waterloo can adopt to measure the cost of climate change impacts within the city.

12. Emission Impossible

Hugo Andre, Asser Sigmund Ang, Abdullah Atekulla, Emily Everest, Sanjay Ketheeswaran, Rowan Perry

Our project aimed to proposed recommendations for reporting Category 1: Purchased Goods and Services under the Scope 3 emissions for the University of Waterloo. We addressed key gaps, including defining collection boundaries, identified data requirements, and assessed resource viability. By researching case studies and best practices, we not only aimed to create a framework that provided the university with a guide for quantifying Category 1 emissions, but also to identify opportunities for emission reduction.

13. Waste Warriors

Virginia Li, Cooper Murphy, William Nguyen, Lindsey Sutton, Ryan Vetere

Facing the issue of low waste diversion rates on Waterloo's campus, Waste Warriors is here to identify the gaps and barriers students face in addressing this problem. To close these gaps, we are collecting information to better understand student behaviours, beliefs, and values around sustainability, as well as accessibility barriers to waste sorting. In doing so, we are able to use student feedback in an effort to better sustainability efforts on campus and improve waste diversion rates in residence. 

Braydon Hamilton

Ethan Surian

14. Sustainable Biochar as an Alternative to Peat

Working with Walker Industries, our team is assessing the feasibility of using biochar as a sustainable alternative to sphagnum/peat in soil amendment products. The team is exploring deriving biochar from textile waste and forestry byproducts. While biochar not new in the soil amendment space - the team believes that incorporating textile waste into the feedstock can promote closed-loop-supply-chains at the industry level while avoiding GHG emissions associated with stripping surficial peat in Canada's north.

15. Carbon Neutralizers 

Felicia Daryonoputri, Jeeya Doshi, Garrett Duncan, Ayman Gostar, Tanisha Lakhani, Eian Lim

Our group is working with Walker Industries to help make their current supply chain more carbon-neutral. Focusing on their supply chain and procurement, our group is analyzing their emulsion and landscaping divisions to optimize their supply chain and enable sustainable practices to make it more carbon-friendly. Based on their current sustainability goals and operating procedures, our team is committed to finding the most cost-effective and optimal solution. We aim to create a customized vendor selection framework that aligns with their company values and enables them to reach their sustainability goals. 

16. City of Waterloo - Encouraging Public Transit Use

Muhammad Aziz, Preet Bhamrah, Enakeno Isaac-Onwah, Samuel Kumi, Kosisochukwu Adaobi Nwagbara

The City of Waterloo has several sustainable transportation options including buses, trains, and an electric bike scooter rental program. Yet, emissions from transportation account for about 50% of greenhouse gas emissions in the city. Despite the infrastructural improvements to the public transit system, there is still significant private vehicle use. Our capstone project aims to identify barriers that prevent residents from using public transit and develop solutions that could encourage them to use public transit more frequently based on the results of local surveys. 

Siyang Ding

Xinxin Huang

Mingjuan Jiang

17. Green Procurement - City of Waterloo

Our team compared the environmental impacts of a range of products by creating a green purchasing framework applicable to the City of Waterloo. This project will contribute to the promotion of sustainable development in the City of Waterloo.

20. Encouraging the use of Public Transit in London - Transit Trailblazers

George Handal, Ben Loates, Ishaq Mian, Samson Walsom

Our capstone project focuses on encouraging public transit use in London, Ontario. We're assessing ridership demand and evaluating the benefits of a new Transit Loop System for major employers in the area. Through various means of primary research, we've analyzed prominent business hours and have identified strategic points between London and St. Thomas for transit development. By understanding demand and points of interest, we're confident in our ability to improve transit accessibility and efficiency in the area.

Larissa Coulas

David Kozak

Naomi Olivotti

Colin Pederson

Olivia Penhall

Jessica Waddell

23. EV batteries and their market at end-of-life

The purpose of our capstone project is to explore the current state of EV battery recycling and disposal practices. Through quantitate and qualitative research methods such as interviews and data analysis, we aim to demonstrate the economic and ecological importance of recycling EV batteries. In doing so, we hope to promote both environmental responsibility and opportunities for sustainable resource management.  

Kayla Chutter

Virginia Xu

25. Circular Economy of Containers and Cups

Society's insatiable consumption of single-use plastics and their waste mismanagement have devastating impacts on our environment, marine life, air quality, and more (UNEP, 2018). One promising, long-term, systemic solution that will have even broader cultural impacts, is transitioning all possible industries to a circular economy model (USEPA, 2023). The purpose of this study is to examine and analyze current perceptions, barriers, & opportunities that event spaces in Vancouver have in regards to the prospect of switching from single-use to reusable cups and containers.

Yatharth Chandhok

Noah Enns-Le Doare

Eavan Kennah

Evan Palmer-Charrette

Elizabeth Schnurr

Ellie Wolfe

27. Analysis of Hydrogen Market Potential in Sault Ste. Marie

Canadian regions rich in feedstock are poised to benefit from the increasing demand for low-carbon hydrogen. The industry is anticipated to reach a value of $11 trillion by 2050 and achieve cost competitiveness by 2030, supporting net-zero goals. This study for the City of Sault Ste. Marie (SSM) focuses on overcoming barriers for SSM's entry into the hydrogen market, identifying funding opportunities and necessary capital infrastructure investments, including those for natural gas blending and hydrogen exportation via the local port. 

28. Reverse Logistics

Nanda Abbas, Rebecca Choonilall, Romona Choonilall, Mila Jokovic, Uswa Zafar

Our capstone project delves into Scope 3 emissions reporting and Extended Producer Responsibility (EPR) in the environmental consulting industry. Addressing challenges like government mandates and reporting standardization, our project aims to identify roadblocks and tailor service offerings to incentivize reporting and EPR compliance. It seeks to enhance RevLogic's ability to encourage reporting among clients by incorporating end-of-life emissions and assessing EPR regulations' impact on environmental, social, and governance (ESG) reporting. Our project also explores diverse industry personas to craft compelling a business case to varying businesses.  

FUTURE CAPSTONE DESIGN PROJECTS  

We hope you will engage with us with your complex and challenging multi-dimensional needs and expertise. Please contact me here:

Derek Rayside [email protected]  

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Professional school students who are simultaneously pursuing MBA, JD, or MD degrees with an MS in environment and resources appreciate the opportunity to apply what they have learned in the classroom to real environmental problems. These capstone projects allow students to combine their graduate work into one integrated project that is both an excellent educational component of their joint MS curriculum and a practical, real-world experience that they can highlight and discuss with potential employers. Here, we discuss the development and implementation of a new capstone project requirement and its associated seminar course that is part of the joint MS curriculum at Stanford University’s Emmett Interdisciplinary Program in Environment and Resources (E-IPER). The course thus far has produced a range of exciting projects and results, and has allowed E-IPER’s joint MS students to showcase the knowledge and analytical skills they have acquired to the wider environmental community at Stanford through the quarterly capstone symposium. In general, the students have appreciated the opportunity to integrate their educational work and go deeper on a project that is of personal interest and relevance.

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Introduction

The capstone project requirement for the joint Master of Science in environment and resources degree in Stanford University’s Emmett Interdisciplinary Program in Environment and Resources (E-IPER) was developed as a new part of the curriculum during the 2009–2010 academic year. The first four projects were completed in Spring 2010, and two more cohorts of students completed 13 projects in the 2010–2011 academic year. The capstone requirement was developed to enhance the curriculum with a real-world project component that allows students to integrate and showcase the science, engineering, technical, and professional skills that they gained in their graduate work. The projects are similar to a Master’s thesis in that they are meant to be encapsulating projects that integrate a student’s coursework, but the format is much more flexible to allow students to complete a project, including a final product, that is of practical interest and relevance to their career plans. The complete E-IPER Capstone Project Guidelines are available online: http://e-iper.stanford.edu/academics/joint-ms/joint-ms-capstone-project .

The capstone project requirement includes an associated seminar course that is worth three quarter units of academic credit, co-taught by E-IPER’s faculty director and joint MS program manager. Projects are student selected, and students may work in a group of up to three or individually. Students generally complete their projects over one quarter, although they may elect to spread out their project work over two quarters if their schedules allow. The capstone seminar is run as a facilitated independent study course, and students give a final presentation of their work at the end of the quarter during a public capstone project symposium.

Context in the curriculum

Stanford University is increasingly interested in developing and sustaining interdisciplinary educational programs for both undergraduate and graduate students. The E-IPER program is one such initiative. The program began in 2001 with an interdisciplinary Ph.D. program in environment and resources, and a joint MS program for current Stanford professional school students in the university’s business, law, or medical schools. Today the program supports 35 Ph.D. students and 45 joint MS students, with approximately 3/4 of the joint MS students coming from Stanford’s Graduate School of Business, one student from the School of Medicine, and the rest of the students from Stanford Law School. These joint MS students complete their MS coursework simultaneously with their MBA, JD, or MD coursework, and are generally with E-IPER for 1–2 years.

The joint MS curriculum ( http://e-iper.stanford.edu/academics/joint-ms/joint-ms-curriculum ) provides the structure for a rigorous and coherent Master’s degree program, while still allowing students from a multitude of backgrounds the flexibility to choose their own path through the wide array of environment and resources courses offered at Stanford. The Capstone project fits into the curriculum as a required course, a graduation requirement, and a valuable professional development opportunity. Each student must participate in the seminar course, completing and publically presenting their capstone project integrating their E-IPER and professional school work and, for many students, the project helps focus their presentation about the joint degree when they enter the job market.

The E-IPER capstone project requirement was developed after research into similar environmental Master’s capstone requirements at peer institutions including the Nicholas School at Duke University, the Bren School at University of California (UC) Santa Barbara, the School of Natural Resources and Environment at University of Michigan, and Yale School of Forestry. We based part of our capstone project requirements on those of Duke University; the capstones at the other institutions required more time and resources that we were able to devote to our capstone project. Similar to the Nicholas School at Duke, our students select their own projects, define their methods for completing those projects, and prepare a detailed project proposal; however, most E-IPER students complete their projects in one quarter. Because our students do not graduate at the same time, we offer the capstone seminar twice per year, and thus, the experience is not as deep as those projects that run over multiple quarters or semesters such as the projects at UC Santa Barbara, University of Michigan, and Yale. The flexibility of the E-IPER capstone, however, allows us to accommodate a wide range of academic backgrounds and interests and different graduation schedules while still providing a real-world experience for each student.

Logistical considerations

Capstone projects are student selected, reducing logistical considerations for faculty and staff associated with soliciting projects and managing off campus partnerships. Generally, students come into the capstone seminar with several project ideas and are able to select an idea on which to focus with input from the capstone instructors and their advisors. The seminar class/section sizes are kept small to provide an opportunity for substantive peer review of each project by all other students in the section.

There is a Capstone Project Committee, made up of two to three faculty members representing the topic areas and professional schools of the students in the class each quarter. The Committee reviews, assesses, and ultimately approves all capstone project proposals. The Committee also provides troubleshooting support during the quarter if necessary and provides input on the final products and project presentations.

The E-IPER program has a grant to support the capstone projects, including a monetary prize for the Capstone project that best integrates students’ science and professional school work in an innovative way each quarter. A public symposium is held where the students present their projects to the wider environmental campus community. The program also supports a fund to which students can apply for small grants to support materials, travel, and other resources needed for their capstone projects. These funds were secured from a private donor for the E-IPER program through Stanford’s School of Earth Sciences development office.

The Capstone/Practicum Experience

Learning goals.

The major learning goal for the capstone projects is for students to integrate their science, engineering, and technology coursework with their professional school work into a final encapsulating project that addresses a real-world environmental problem or opportunity. Each student also gains skills in scientific research and documentation, for example by producing an annotated bibliography of their project-related research. Throughout the capstone seminar students also practice peer review and presentation skills by evaluating and providing constructive criticism and suggestions on each other’s work.

Capstone projects are initiated during student’s last 1–2 quarters in the program. Projects are student selected and may grow out of previous coursework, a summer work experience, an independent study, or research with a faculty member or off campus client. All students are strongly encouraged to engage a project mentor. The capstone can be an opportunity for students to explore a potential career path, conduct research in an area of academic interest, or work on developing an entrepreneurial idea. Students generally come into the seminar with ideas for their capstone projects that they have previously discussed with the Joint MS Program Manager. Students may elect to work in a group or individually. The capstone seminar is roughly divided into three sections: (1) solidifying project ideas and preparing a proposal, guided by the seminar instructors; (2) independently conducting the project, and (3) reconvening as a class to prepare and present the final project to the wider Stanford environmental community. See Fig.  1 for a schematic of the capstone project structure.

Schematic of the E-IPER capstone project structure. This diagram illustrates the path that E-IPER joint MS students take to complete their capstone projects, including the capstone seminar. Ideally, students complete this process during their last two quarters in the program

E-IPER’s joint MS students come from a wide range of academic and professional backgrounds with some students coming from undergraduate science or engineering majors and other students coming from liberal arts majors with little in the way of science or technical training. The flexible student-selected project format allows us to accommodate this range of backgrounds while still challenging each student academically. The academic rigor of each project is ensured through a highly structured proposal preparation and review process that requires students to clearly articulate the project goals, methods, and potential impact. Draft proposals are peer-reviewed, and final proposals are carefully reviewed by the Capstone Committee. Students pursue different paths as they complete their projects, from lab experimentation to policy analysis and interviews to market research and technical analyses.

Peer review is used throughout the capstone seminar. Because of the wide range of project topics in the class including science, business and law, the peer review portion of the seminar is extremely valuable. The seminar instructors have content knowledge in biology, ecology, and earth sciences and scientific research skills and offer their insights in these areas, while the students are able to offer each other their expertise in business and law. Interdisciplinary feedback helps to push the students into new territory and improves the overall project results, while also building positive community between the students as they become invested in one another’s projects. For example, one of our business students, who was not well versed in environmental policy, was working on a project involving carbon credits. One of our law students in the same capstone seminar was able to share her expertise on carbon credits and introduce the business student to a relevant faculty member at the law school. These connections helped to improve the business student’s overall learning and capstone project. During seminar meetings, all students give project updates to the group and mention any problems or questions they have, and these updates regularly result in a helpful exchange between students.

Students are given detailed guidelines for preparing project proposals once they have solidified their project ideas, and the second seminar meeting is devoted to peer review of draft proposals. The seminar instructors also provide written feedback to each student. They are then encouraged to incorporate the feedback into their final project proposals that are submitted to the Capstone Committee for review. One seminar session is devoted to skills development on scientific research sources, preparing an annotated bibliography and proper use and referencing of scientific and technical figures. Students then begin independent work on their projects.

The seminar does not meet regularly as a class during the middle of the quarter, but the instructors are available to the students for assistance on their projects. Students submit biweekly project updates detailing progress on their projects and any problems or barriers to progress they encountered and a draft of their annotated bibliographies. The class meets occasionally to discuss project updates and exchange experiences. The seminar reconvenes during the last week of the quarter for peer review of practice presentations. Each student, or group of students, then delivers a final 10–15 min presentation on their project during the capstone project symposium, which is open to the wider Stanford community.

Assessments and products

As a part of the project, each student creates a final product. The form of the final product is chosen by the student and approved in the project proposal process. Examples of final products include reports, papers for publication, business plans, materials for use in obtaining funding for a new business idea from venture capital firms, etc. The final product is turned in at the end of the quarter and is assessed based on its overall quality and contribution to the student’s field of interest. The seminar is graded on a credit/no credit basis with credit being awarded for successful completion of the proposed capstone project including submission of a final product and a community presentation of the project.

Outcomes of the capstone projects have varied, but some success stories include a student who launched his own energy efficiency company for which he prepared a business plan for his capstone project. One student used his capstone project as an opportunity to work with an energy storage company, gaining skills in market research by interviewing utility companies on their energy storage needs. Another student used her capstone project to do in-depth research into future opportunities for nuclear energy. This student began her joint MS program with an interest in nuclear energy technologies and market opportunities, but Stanford does not offer much in the way of coursework on the technical side of nuclear energy, so she used the capstone project, in part, to fill this knowledge gap in her joint MS program. She proposed conducting research into the market for nuclear energy in the USA, focusing on small modular nuclear reactors (SMR), a new technology currently in development. She researched the technological, economic, and environmental viability of these reactors. During her research, she talked with three different companies currently developing SMRs, conducted literature research, and spoke with relevant faculty on campus in the policy and technical fields. The final product was an in-depth written report. In her final presentation, the student gave a very clear explanation on how nuclear reactors work and the technology behind the SMR as well as a frank assessment of the economic viability and environmental pluses and minuses associated with building more nuclear power plants in the USA. She also won the capstone project prize for that quarter for her work.

Because the capstone project requirement is new, we do not yet have any long-term assessments of the impacts of the project on our students. We survey the students on their experiences in the capstone seminar, and we also conduct program surveys of all our graduates, where we ask students about their experience with the capstone project. Thus far, the majority of students have reported that the capstone project enhanced their joint MS degree program and gave them the opportunity to integrate their professional school and environment and resources work.

Challenges and lessons learned

We continue to learn and seek ways to improve the capstone experience for students each quarter. We have found that it is important for students to select their own projects so that they are invested and are working on something that is relevant to their educational and career goals. This also allows us to accommodate the wide range of academic backgrounds in our program. The peer review portion of the seminar has proven to be quite successful, as the students are open with each other and do a great job of providing helpful suggestions on each other’s work. Peer review also helps to cover the wide range of content in an interdisciplinary setting, where it is not possible to have a faculty instructor representing all topic areas in which students are working. The structure and guidelines around the project proposals help students to focus their ideas and propose projects that are both interesting and tractable.

Some challenges we have encountered thus far include helping the students find appropriate faculty mentorship for their projects. We do not assign project advisors, but rather strongly encourage students to seek out their own advisors in their areas of interest. This can sometimes be frustrating for students when their chosen faculty member is too busy to provide them with much one on one project mentorship. Faculty members are most interested in advising students on projects that are directly relevant to their own research or that might yield results that could help inform their research. We have enlisted an emeritus faculty member from the Civil and Environmental Engineering department to act as a senior advisor to our students who are interested in projects relating to energy, and this has been invaluable since at least half of our students share this interest. We sometimes struggle to find appropriate faculty mentorship for students with other interests.

We have also faced challenges in the area of assessment because the project topics are so varied, and we have offered the course for a credit/no credit grading option. We do find, however, that offering the seminar credit/no credit can produce a lower caliber of student work that we would otherwise expect with some students just doing the minimum amount of work to get credit while others work hard and produce excellent projects. In the 2011–2012 academic year, we are going to experiment with offering the seminar for a letter grade, with the bulk of the grade depending on class participation and peer review, timeliness of assignments, and the quality of the final presentation. We hope that this will increase students’ motivation and raise the overall quality of all projects.

After the first quarter that we offered the capstone seminar, it became clear that the students did not have the literature research and documentation skills that we expected, so we instituted the requirement for each student to prepare an annotated bibliography, and we now spend time in the seminar going over proper scientific research and documentation, including proper use of scientific and technical figures in reports and presentations. We also provide examples of quality annotated bibliographies and well-done proposals from previous classes in order to set the bar for the caliber of work we expect from students.

For anyone considering offering a capstone project experience similar to ours at his/her own institution, we would offer the following advice. Make sure that the guidelines and requirements for the projects are clear, especially if students are selecting their own projects, to ensure that all projects reach a minimum level of complexity and technical competence. Involve as many relevant faculty members as possible as project advisors. The capstone experience is more beneficial to students to the extent that they can also develop a mentoring relationship with a faculty member of similar academic interests. Provide a forum for students to showcase their projects to a wider campus and/or public community, as this helps students to place their work in a larger context, gain experience presenting technical information to mixed audiences, and could also generate new project ideas and collaborations between interested audience members and students who might not have otherwise met.

Acknowledgments

We would like to acknowledge the Feigenbaum-Nii Foundation for their support of the capstone projects and symposium. We would also like to thank the faculty and students who have contributed to the development and continual improvement of the capstone project requirements.

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Phillips, K.A., Doyle, H.J. An interdisciplinary capstone experience integrates science, technology, business, and law for joint MS students in environment and resources at Stanford University. J Environ Stud Sci 1 , 201–205 (2011). https://doi.org/10.1007/s13412-011-0032-1

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Theology Students Present Capstone Projects Exploring the Intersection of Text, Soul, and Culture (Session 6)

The Integrative Project serves as a capstone for students in our theological programs as they look back on their training while discerning what it will look like for them to serve God and neighbor in their post-graduate contexts.

The Integrative Project is a capstone research project for students in our theology programs (Master of Divinity and Master of Arts in Theology & Culture) and is completed in their final year of the program. Students work with a faculty advisor to form a project that integrates the student’s passions and calling with the student’s unique embodiment of text, soul, and culture. Students draw from the fullness of  their experience at The Seattle School and a robust research methodology to create a major project or paper.

The presentations below synthesize the project thesis along with the student’s experience and research in creating their final project. Final drafts of each Integrative Project are available in The Seattle School’s library.

When you watch these presentations, said Dr. Dwight Friesen, Associate Professor of Practical Theology, you are “bearing witness to the student’s best work to date—to what God is doing in them and through them.”

View session one » View session two » View session three » View session four » View session five » Learn more about our unique theology programs »

“Creating Space for the Sacred in the Public Sphere,” Lang Charters, MDiv

Peter Rollins tells a story about a competition to build the largest sheep enclosure entered by a mathematician, an engineer, and an old Irish farmer. They have limited tools, materials, and time to complete it. The mathematician employed her geometric skills to fashion a structure that could hold 100 sheep. Likewise, the engineer deciphered he could split the materials in half, so made one to fit 400. Impressed by them, the contest judges came to the farmer and watched him step into a one-foot square box he had made, with unused planks and nails lying all around. Dumbfounded, they asked if that was his pen, to which he responded: “Of course not! You’re standing in it!”

This highlights a core, and often forgotten truth about church gatherings. Jesus invites churches to gather with people in more diverse and frequent manners than normal Sunday church services. Today, many people are interested in God, spiritual matters, or Jesus, but not the usual Sunday worship services.

With that in mind, the key topics this paper will explore are why and how churches can go beyond this. Specifically, it will help Christians, ideally along with non-Christians, create spaces outside churches for people who do not participate in church gatherings where communally acknowledging the sacred is possible. The goal of these regular events is the formation of intimate relationships/communities, through which people can journey through life together, mutually transform one another, and experience ever-greater wholeness and goodness.

A major part of Jesus’ ministry on earth was table fellowship. Further, the Christ left Christians with a meal, the Eucharist, as a prime way to remember and celebrate their LORD’s life, death, resurrection, and future return. With this mentality in mind, this paper will use table fellowship, or Eucharistic meals as a center point for discussing why and how Christians and non-Christians can gather in the public realm to experience the sacred together.

“Triune Life: The Relational Ecosystem of Creator and Creation,” Jonathan Plummer, MATC: Interdisciplinary Studies

In his book, Trinity and Society , Leonardo Boff writes that the “community of the Father, Son and Holy Spirit becomes the prototype of the human community dreamed of by those who wish to improve society and build it in such a way as to make it into the image and likeness of the Trinity.” This line from Boff explains exactly what my project/paper will aim to integrate, connect, and create by looking at text about the doctrine of Trinity, the soul of the psychological person, and the ecological and economical culture that we find ourselves in. The goal is to take the Triune life prototyped in the divine Trinity and place it within the life of the human psychological self and within communities present in the rest of creation.

The first part is intended to take a closer look at the life of the divine Trinity, how do the persons of the one God interact, live, give, and receive. Then, how does this triune life inform the life of the creation that is breathed into for life?

The second part is meant to look at how the Triune life critiques society starting with the human self. Drawing from Daniel Siegel’s and David Wallin’s books on attachment and the involvement of the brain and relationships, the hope is to take a look at the self and how the triune life may take life within a person, which involves integrating the self and inevitably the relationships with the Other, God, human, or creation.

The final part, and most important piece because of the apparent lack of attention it seems to have received in the past, is a focus on Christian ecology, addressing how relation to the rest of creation could reflect the triune life. This involves how life is lived out, economically, ecologically, and socially.

in absentia 

“cultivating good soil: spiritual disciplines and christian formation,” philip a. vestal. mdiv.

In the beginning, when God created humans, God created them as both physical and spiritual beings. When it comes to the formation of desire and purpose, therefore, both aspects must be integrated for a deep and lasting impact. American culture is really good at this. Advertising speaks to us in ways that touch both our deepest longings and our physical senses. In his book   Desiring the Kingdom , Jamie Smith explains that places like the mall and the sports stadium shape us into certain types of people with certain desires. Many times, however, this formation doesn’t shape us into the types of people or the type of world that God intended: people of shalom and fulfillment.

The question then becomes, in what types of ways can the Church and God’s people be shaped in order to truly grow into the image of God created them for? I think it starts with spiritual disciplines. in  Celebration of Discipline , Richard Foster explains that we are like soil and God is like a farmer. The spiritual disciplines help put us in a position for God to cultivate a certain type of existence in us. While there are many historically important disciplines, some of the foundational ones include meditation, the Sabbath, fasting, and  lectio divina . These disciplines are physical practices that engage us body, mind, and soul, and create space in our lives to desire and discover those good things God created us for. Through an explanation of each discipline and a guide to actually engaging them, I will show how each one helps shape us in a unique way because they engage us in different ways.

Ultimately, each and every human is going to be formed toward some end through the practices they engage in. The question is: aware of these influences and are we choosing practices that will shape us into who we truly want to be and who God intended for us to be? It is through the spiritual disciplines that we can begin to be formed toward the image of God and shalom we are created for.

Written by The Seattle School

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The bis capstone process and faculty duties.

The Bachelor of Interdisciplinary Studies (BIS) degree has been implemented in American universities for more than half a century. The philosophy behind the BIS is that learning, knowledge, and process must be integrated into a coherent whole. To demonstrate such learning, BIS students are required to participate in a Capstone process where they: (a) choose three academic areas of study; (b) define a research, service learning, or creative learning project; (c) identify a three-member faculty Capstone committee, and (d) implement and summarize their work at a BIS defense meeting. At Weber State, many academic departments participate in the BIS program. Here are a couple of key items in understanding how the Capstone process works:

• Prospective BIS students choose three academic areas and meet with approved advisors from those areas to prepare BIS contract emphases. These contract emphases must contain a minimum of 18 semester hours and cannot be double-dipped with general education courses.
• A student schedules an admission appointment with the BIS advisor/Program Coordinator. During the admissions meeting, credit hour totals necessary for graduation (including upper division credits) are counted, a program of study is formally indicated for the BIS degree, and initial ideas for a Capstone project are discussed. The BIS advisor/Program Coordinator inputs the program of study into CatTracks.
• A student selects a three-member BIS committee representing each academic emphasis. The student formally asks each professor to be on the committee and selects one individual to serve as the BIS committee chair. Members of the committee can be substituted if a student desires, however, the student must inform the original committee member of the substitution.
• The student registers for BIS 3800 when approximately one-third of all BIS academic coursework is completed. This course prepares students to understand the four types of Capstone projects and their associated requirements.
• Capstone projects fall into four categories: (a) primary research conducted with a Weber State professor, (b) secondary research pertaining to a unique problem or issue determined by the student, (c) service learning with a local community agency, and (d) creative capstone project where artifacts determined by the student and the committee are produced.
• A major course outcome for BIS 3800 is the production of a Capstone PROPOSAL detailing what the student’s capstone concept includes. A proposal meeting is arranged by the student so faculty can have input and guidance into the initial Capstone conceptualization.
• The student begins approved Capstone work and registers for BIS 4800. It is critical during this time that the student communicate frequently with committee members to elicit feedback regarding Capstone work.
• At the conclusion of the student’s work, a Capstone Defense is called by the student and the Capstone committee chair. The student presents his/her work to the committee and the BIS director/Assistant director.
• The Capstone committee works with the BIS director to determine project scoring and final grading.
• The BIS director inputs a final grade for BIS 4800

Duties for BIS Committee Chairs entail: (a) helping the student to conceptualize/refine Capstone Project ideas, (b) assisting the student with determining and using appropriate project methodology and/or creative process, and (c) encouraging the student’s progress toward successful completion of the Project’s Defense.

Duties for BIS Committee Members entail: (a) supporting the committee chair in helping the student define and implement a powerful Capstone Project, (b) ensuring that the student has connected, summarized, and implement key knowledge, research, and/or skills from your academic discipline, and (c) reading and making suggestions for the student’s written Capstone Project Report.

The Capstone Interdisciplinary Learning Letter and Rubric can be found here .

To complete the Capstone Interdisciplinary Learning Rubric as a committee member, please go here . 

Any issues or problems arising from BIS students should be reported immediately to the BIS director. Upon identification of issues, etc. the director will schedule a meeting with the student to discuss and resolve any issues or problems.

Apply interdisciplinary learning to the world's problems.

Synthesize your learning..

At the end of your second year at CGS, you’ll work with a team of your fellow CGS students to write and defend a research paper that addresses a real-world problem. You’ll draw on all of the humanities, rhetoric, social science, and natural science classes you’ve taken over the last three semesters. You’ve learned ways of thinking and ways of knowing—now synthesize it all and apply it.

"I could never have imagined how relevant the Capstone experience would be to my career today."

 “The project embodies the true value of experiential education by allowing us to apply what we’ve learned in the classroom, conduct research and analysis, divide responsibilities, collaborate, and debate with our peers to deliver a report on a stimulating topic. It’s your first opportunity to work with people from different social backgrounds, academic interests, personalities, and learn how to band together and leverage diversity of thought to create something awesome.”

– Antonio Chidiac, Management Consultant at PwC (CGS’15, CAS’17, Questrom’18)

Collaborate with your classmates.

For six weeks, you and your Capstone group are in it together. You’ll tackle a 50-page research paper—dividing up tasks, debating solutions, working through conflicts, and tying it all into one paper you’re proud of. You’ll meet with your CGS faculty throughout the process.

Analyzing the constitutionality of solitary confinement

This team’s project focused on the constitutionality of long-term solitary confinement. The FIRST STEP Act, signed into law in December of 2018, banned solitary confinement for juveniles in federal prisons. But is the use of solitary confinement constitutional at all? Former US Supreme Court Justice Anthony Kennedy has questioned whether solitary confinement violates the 8th Amendment decree against “cruel and unusual punishment.” This team analyzed this issue through a political, legal, psychological and economic lens– finding a solution that would rehabilitate criminals like the founders of solitary confinement intended.

I am so proud of the work my team created for our Capstone project. We went to FedEx to pick up the Capstone copies as a team, and it was so fulfilling to see our 98 pages from the Google Document come to life!

Kirthana Iyer (CGS’19, COM’21)

A Capstone project on the Middle East meltdown

Dive into a real-world problem

Your Capstone project will be about problems that matter– how to improve the MBTA, how to stop sexual violence on campus, how to improve mental health at BU. You’re the legislator. You’re the diplomat. You’re the decision-maker.

How can we make the invisible visible?

A dance performance dramatizes the struggle of anxiety. A documentary investigates gentrification in Cambridge and Somerville. And a group of students talk with former prisoners.

Do young people have an addiction to screens?

An award-winning Capstone project presented both sides of the argument, drawing on students’ diverse perspectives to tackle the problem of screen addiction.

How can we improve Boston's transit system?

This award-winning Capstone combined a passionate commitment to sustainability with a keen understanding of the costs of poor transit planning.

Preventing brain trauma in youth football players

Boston University researchers have found chronic traumatic encephalopathy in 99 percent of brains obtained from NFL players. A Capstone group interviewed BU researchers for their project on youth football players.

A look at the award-winning Capstones of 2020

Increasing voter turnout in Georgia, improving maternal health outcomes for women of color, and combating food deserts with aquaponic farms… The award-winning Capstone teams of 2020 took on these projects.

Celebrating teams who take on big questions

Camilla Kemppainen (CGS’16, SAR’18) won an award for her team’s Capstone plan to reform the T. “Being able to come up with a solution to something so vital to Boston…was pretty amazing alone,” she says, “but being able to do it as an undergraduate made it even more rewarding.”

Capstone Diaries

The capstone experience, week by week.

Capstone Diaries: Mass Incarceration

Meghan Bohannon (CGS ’21, COM ’23), whose project focused on mass incarceration in the state of Massachusetts, shares a week-by-week breakdown of the Capstone experience

Capstone Diaries: Inequity in college admissions

Sarah Eckerson (CGS ’21, COM ’23) breaks down her Capstone experience from choosing a topic through the oral defense. Her team focused on inequity in the U.S. college admissions system.

Capstone Diaries: Student Surveillance and Privacy

Mehreen Kamal’s (CGS ’21, CGS ‘23) project focused on student surveillance and privacy in online learning. She dives deep into her six-week experience with Capstone.

About Capstone

Learn more about the capstone project, read capstone syllabi from past years.

Each year the topics change, but the aim of Capstone stays the same– integrate the interdisciplinary learning you’ve gained and apply that learning to real-world problems.

From Capstone kick-off to to the turn-in ceremony to the oral defense, every Capstone milestone marks your progress.

Your professors will share information about your Capstone experience in the second semester of your second year at CGS. In the meantime if you’re curious, look through Capstone syllabi from previous years.

Yep, it's Capstone—a CGS milestone since 1977

When students turn in their Capstone Project papers, that’s “the best half-hour of CGS,” says Professor of Humanities Robert Wexelblatt, who founded the Capstone project decades ago. Since 1977, CGS students have found lifelong (and career-long) lessons about collaborative work as they take on Capstone.

How to Excel at Capstone: Advice from a Student

The Capstone project, which includes a 50 page research paper and oral defense, might feel daunting, but there are many things you can do to ensure you’re prepared to succeed. Natalie Seara (CGS ’20, COM’22) shares her top pieces of advice for tackling Capstone.

Overview of Programs

The Department offers an Associate’s Degree in General Studies (A.A., A.S.), a Bachelor of Interdisciplinary Studies (B.I.S.), a Bachelor of General Studies (B.A., B.S., or B.G.S.), and a Master of Interdisciplinary Studies (M.I.S.). A variety of minors and certificates are also available in our undergraduate and graduate programs.

Interdisciplinary Studies

The Interdisciplinary Studies (B.I.S.) major requires students to integrate two (2) or more academic disciplines into a customized program of study, which is then linked together by a common core of classes (INDS 2000, INDS 3000, and INDS 4000) designed to help students synthesize and communicate the relevance of the integration. BIS majors must complete a minimum of 46 credits in the program, four (4) of which comprise the BIS foundation core. The remaining 42 credits are drawn from various SUU courses, depending on the student’s needs and in consultation with the BIS Program Director or the Chair of the Interdisciplinary Department. A total of 30 upper-division credits must be within the BIS program of study (BIS disciplines).

Master of Interdisciplinary Studies

The Master of Interdisciplinary Studies (M.I.S.) provides an opportunity for students to build a graduate degree from three disciplines, resulting in a unique interdisciplinary experience. This 30-credit degree allows students to develop an individualized program of study, tailored to students’ personal passions and career objectives. Students will enjoy the flexibility of online courses, taught by highly qualified faculty.

To build the individualized 30-credit M.I.S. program of study, students complete a three-credit introductory course, a 3-credit capstone, two 9-credit learning blocks, and one 6-credit learning block from the following programs of study:

• Arts Administration
• Business Administration
• Contemporary Animal Services Leadership*
• Contemporary Animal Services Leadership* - Executive Leadership Certification Graduates
• Cybersecurity & Information Assurance
• English: Creative Writing
• English: Writing & Rhetoric
• Leadership Studies
• General Studies
• Global Health
• Human Values
• Music Technology
• National Parks & Public Lands
• Non-Profit Management
• Online Teaching & Course Design
• Public Administration
• School Library* (endorsement available)
• Social Media & Public Relations
• Special Education* (no endorsement)
• Teaching English to Speakers of Other Languages (TESOL) (no endorsement)

* Students may complete a total of 18 credits within these learning blocks.

M.I.S. students will complete their program with a 3-credit capstone project ( INDS 6900 - MIS Capstone Project   ) or 3-credit internship ( INDS 6890 - Interdisciplinary Internship   ). Capstone experiences provide students the opportunity to show they have achieved mastery of the course competencies in their chosen academic areas, and they are able to synthesize these competencies into a meaningful whole. Capstones should achieve the following goals: (1) combine the student’s concentrations in a meaningful way that demonstrates mastery of disciplinary knowledge and interdisciplinary approaches; (2) the project should be informed by research using scholarly sources; (3) the project should address an issue or solve a problem (in the case of an internship, this means helping an organization solve a problem, assess data, or move a project along); (4) the capstone, whether project or internship, must be completed during the current, final semester; and (5) the capstone project or internship cannot be directly related to the student’s regular, paid employment. If the capstone cannot be completed within one (1) semester, students must be continuously enrolled in  INDS 6901 - MIS Capstone Continuation    until their capstone is completed.

The mission of the Department of Interdisciplinary Studies is to teach students how to create meaningful connections between academic disciplines. The department pursues this objective through a customized curriculum that integrates two or three programs of study linked together by a common core of interdisciplinary studies courses and a capstone project. In collaboration with their faculty mentors and advisors, students develop a tailored degree program connected to their personal and professional objectives. Through experiential and applied learning inside and outside of the classroom, students develop critical thinking, communication, problem solving, synthesis, and research skills. The program aims to empower students to apply innovative and interdisciplinary thinking in their academic, professional, and civic lives.

Department/Program Learning Outcomes

General studies (a.a./a.s.).

• Students will be able to demonstrate generalized knowledge from the array of courses attempted for the General Studies A.A/A.S.

General Studies (B.A./B.S.)

• Students will be able to effectively communicate and present ideas with clarity and persuasive force.
• In preparation for graduate school, learners will explore and apply various concepts of scholarly research in an abbreviated literature review.
• General Studies (B.G.S.)
• Students will be able to demonstrate effective written and oral communication procedures.
• Students will be able to organize complex information.
• Students will demonstrate an understanding of interdisciplinary and multidisciplinary concepts.  
• Students will develop communication, information literacy, inquiry, and analysis skills as it applies to interdisciplinary scholarship corresponding to the undergraduate level. 
• Students will demonstrate critical thinking and problem-solving skills by drawing conclusions and combining examples, facts, or theories from more than one discipline into an interdisciplinary capstone project. 
• Students will develop and articulate skills to market their interdisciplinary background.
• Students will effectively communicate and present ideas with clarity and persuasive force.
• Students will demonstrate graduate-level information literacy and integrate interdisciplinary concepts in scholarly research.
• Students will demonstrate graduate-level writing skills. 
• Students will apply interdisciplinary concepts to solve challenges in their communities.
• Students will be able to strategically market themselves as interdisciplinary thinkers to advance their professional goals.

Undergraduate Graduation Information

• All courses must be passed with a “C-” (1.7) or better to be counted in the major.
• Graduates from this degree program cannot be approved for Utah state certification as a teacher using this major.
• General Studies is a stand-alone program and cannot be used as a double-major with any other baccalaureate program.
• Credit earned more than 20 years ago may be considered and, if approved, counted towards the major credits needed to complete this program.
• Students must complete the requisite amount of upper-division credit as per University policy.
• A formal graduation plan on file with the Registrar’s Office is not required to graduate with this major.
• Interdisciplinary Studies (B.I.S.)
• Interdisciplinary Studies is a stand-alone program and cannot be used as a double-major with any other baccalaureate program.
• Course substitutions are not allowed within the BIS foundational core (INDS 2000, INDS 3000, and INDS 4000).
• For the BIS degree, a B.I.S. discipline is defined as a collection of courses that have the same course prefix (e.g., CHEM, SPAN, HIST, etc.). A BIS discipline can also be a collection of topically related courses with different course prefixes that is designed in consultation with the B.I.S. Program Director or INDS Department Chair.
• Students who choose to pursue a B.I.S. degree must gain approval for their curriculum design (BIS disciplines) from the B.I.S. Coordinator or Interdisciplinary Studies Department Chair before they have earned 75 total undergraduate credits. Students who have earned more than 75 credits should consider a different degree, such as  General Studies (B.A., B.S.)    or  General Studies (B.G.S.)   . Certain circumstances may warrant exceptions with approval from the Interdisciplinary Studies Department Chair.
• Changes to a student’s BIS disciplines cannot be made within a student’s last earned 30 credits. Exceptions will be made under circumstances where a student’s BIS discipline course is no longer offered.
• All courses in the BIS discipline and total credit count must be passed with a “C-” (1.7) or better. Courses graded as Pass/Fail will only be accepted with permission of the Interdisciplinary Studies Department Chair.
• Graduates from this degree program cannot be approved for state certification as a teacher using this major.

Graduate Admissions and Graduation Information

Admissions requirements.

Prospective students must have a bachelor’s degree from an accredited institution and submit the following materials:

• SUU Graduate Programs Admissions application
• Official transcripts from all previously attended institutions
• Resume or curriculum vitae (CV)
• Why have you chosen the MIS degree?
• How do you plan to use your MIS degree professionally once you graduate?
• If your GPA is below 3.0, what have you done to advance your skill set?

* Students with a GPA lower than 3.0 may be admitted on a provisional basis. For questions, please contact the MIS Program Director.

Academic Standards

All students accepted into the Master of Interdisciplinary Studies degree program at SUU are expected to make adequate academic progress towards graduation and meet the following requirements:

• A student with active status in the program must be continuously enrolled for a minimum of one (1) credit hour during each semester of each academic year they are in the program. This policy may be adjusted (with department chair approval) to accommodate particular circumstances.
• A student must maintain a cumulative GPA of 3.0 or higher to maintain active status in the degree program. If the cumulative GPA falls below this point, the student loses their standing in the program and must reapply for admission.
• As per SUU policy, a student may retake a course to receive a better grade, but the last grade received is the grade reflected on the transcript.
• If a capstone project cannot be completed within one (1) semester, students must be continuously enrolled in INDS 6901 - MIS Capstone Continuation    until their capstone is completed.
• Students have a maximum of six (6) years from the date of initial enrollment to complete the degree.
• Students are expected to meet with the program advisor during the enrollment period preceding each new semester. It is important that students meet with an advisor prior to registration for each new semester.

Graduate Graduation Requirements

• All courses must be passed with a “B-” (2.7) or better to be counted in the M.I.S. degree.
• In order to remain in good academic standing, a graduate student must maintain a cumulative grade point average of no less than 3.0 through the duration of their graduate studies. Graduate students must also maintain a Semester GPA of 3.0 or better to remain in good standing. For purposes of this policy, a “Semester” is equivalent to two (2) Sessions of accelerated program courses. Students who do not meet these requirements will be subject to the College of Humanities & Social Sciences (HSS) Probation Policy.
• Graduate courses cannot be repeated more than once.
• Graduate students must complete their program within six (6) years of matriculation.
• Students may transfer up to nine (9) graduate credits from an accredited master’s degree program, with director approval. Courses cannot be older than 10 years from the date the degree was awarded, must be applicable to the desired course of study, and must have a “B-” or better grade. Official transcripts are required for consideration.
• Using the Senior Benefit option, SUU undergraduate students that have participated in 5000+-level work that has not been counted toward an undergraduate program may bring up to six (6) of those credits into the M.I.S. program with director approval.
• Only nine (9) credits total of 5000-level work may be applied to the degree, from any source, including transfer credits and Senior Benefit.
• General Studies (A.A., A.S.)
• General Studies (B.A., B.S.)
• General Education (Certificate)
• Leadership (Certificate)
• Global Engagement (Certificate)
• Human Values (Certificate)
• Leadership Studies (Certificate)
• Non-Profit Management (Certificate)
• Online Teaching (Certificate)
• Global Studies (Minor)
• Public Lands and National Parks Studies (Minor)
• Master of Interdisciplinary Studies (M.I.S.)

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BIS Student Experience

Get a feel for what it's like to complete your degree at SCPS

Curious about what your experience would be like as a BIS student at SCPS? Explore information below from resources available to assist you to common academic schedules. If you have questions, reach out ; we're here to help. 

Concentrations

The Art and Society concentration is designed for students interested in visual and performing arts and the role of cultural production in society. The concentration will prepare students for work in a variety of fields, such as museum or gallery work, design, media, education, or cultural production. It is also appealing to students who plan to pursue graduate study in the arts or humanities.

Those focusing in the concentration complete 18 credits of concentration courses from an approved list. Students are also required to take two ISLS courses and ISIN 4510 Special Topics in Conduct of Inquiry: Social Sciences and ISIN 4520 Special Topics in the Conduct of Inquiry: Humanities, at least 24 credits of degree electives, Capstone I and Capstone II.

Degree elective courses must be outside of the Art and Society Concentration. These vary by semester and may include courses in disciplines such as anthropology, business, classics, drama, economics, history, information technology, music, philosophy, politics, religion, and sociology.  

A Sampling of BIS in Art and Society Courses:

• ISHU 3457 Global Architecture
• ISHU 3500 Photography as Art
• ISHU 3621 The Biological Basis for Art
• ISHU 3623 Studio Art Seminar: Painting
• ISHU 3624 Visual Culture and Aesthetics: the Practice of Seeing
• ISHU 3626 Studio Art Seminar: Sculpture
• ISHU 4130 Film Noir
• ISHU 4161 Art Historical Fictions: Historical Art in Recent film and Fiction
• ISHU 4165 American Directors
• ISHU 4311 History of Art Controversies in the United States
• ISHU 4350 The Films of Stanley Kubrick
• ISIN 4520 Art in the Ring of Fire (Pacific Rim)
• ISLS 3610 Renaissance Art
• ISLS 3620 Ritual and Becoming in the Arts of Africa
• ISSS 3200 Britain and Its Empire: Art, Media, and Other Cultural Forms

The business concentration includes 18 credits comprised of five required business courses and one required elective business course. Students in the business concentration are also required to take two ISLS courses and two 4000-level ISIN Special Topics in the Conduct of Inquiry (one in Humanities, and one in Social Sciences) courses, at least 24 credits of degree electives, Capstone I and Capstone II..  Students in the business concentration should complete four prerequisite courses (micro and macroeconomics, financial accounting, and statistics) before taking the core business concentration classes. The four prerequisite classes can be completed either as transfer credits or soon after entering the BIS program.

Students may apply 45 credits of business-related courses toward the total 120 credits required for the degree, including business courses that were transferred to UVA prior to enrollment in BIS. 

Required Business Courses

• ISBU 3410 Commercial Law
• ISBU 3451 Fundamentals of Marketing
• ISBU 3610 Organizational Behavior
• ISBU 3710 Managerial Finance
• ISBU 3840 International Business

Business electives  vary by semester. Students in the business concentration are also required to take at least 24 credits of degree electives outside of business courses. These vary by semester and may include courses in disciplines such as anthropology, art, art history, architectural history, classics, drama, economics, history, literature, music, philosophy, politics, religion, and sociology. 

The concentration in cybersecurity analysis (CSA) includes 18 credits comprised of four required CSA courses and two required elective CSA courses. The concentration is designed to provide new educational and employment opportunities for adult learners seeking to complete their undergraduate degree with a liberal arts education and a professional focus in CSA. Courses develop students’ foundational knowledge and skills in cybersecurity analysis.  Students in the CSA concentration are also required to take two ISLS courses and two 4000-level ISIN Special Topics in the Conduct of Inquiry (one in Humanities, and one in Social Sciences) courses.

Required CSA Courses

• SEC 3010 Securing the Cyber World
• SEC 3020 Cybersecurity Policy, Law & Ethics
• SEC 3030 Human Factors in Cybersecurity
• SEC 3040 Writing & Communications in a Technical Field

Elective CSA Courses

• SEC 4010 Digital Forensics & Cybercrime
• SEC 4020 Mobile Security & Forensics
• SEC 4030 Ethical Hacking
• IT 3500 Data Analytics & Decision-Making

Students in the CSA concentration are also required to take at least 24 credits of degree electives outside of CSA courses. These vary by semester and may include courses in disciplines such as anthropology, art, art history, architectural history, classics, drama, economics, history, literature, music, philosophy, politics, religion, and sociology.

The concentration in early childhood, offered in partnership with the University of Virginia School of Education and Human Development , includes 18 credits comprised of six required courses. The concentration is designed to provide new educational and employment opportunities for adult learners seeking to complete their undergraduate degree with a liberal arts education and a professional focus in early childhood. Courses develop students’ foundational knowledge and skills in early childhood. Students in the early childhood concentration are also required to take two ISLS courses and two 4000-level ISIN Special Topics in the Conduct of Inquiry (one in Humanities, and one in Social Sciences) courses, Capstone I and Capstone II.

Required Early Childhood Courses

• EDIS 3013 Beyond "Bad" Behavior: Supporting Positive Behavior in Early Childhood
• EDIS 3040 Foundations of Early Childhood & Education
• EDIS 3045 Mathematics in Early Childhood: Understanding, Assessing & Supporting Development
• EDIS 3060 Poverty and the Young Child
• EDIS 4340 Talking the Talk: Supporting Language and Communication in Early Childhood
• EDIS 4350 Interaction with Intention: Working with Young Children

Students in the early childhood concentration are also required to take at least 24 credits of degree electives outside of early childhood courses. These vary by semester and may include courses in disciplines such as anthropology, art, art history, architectural history, classics, drama, economics, history, literature, music, philosophy, politics, religion, and sociology.

Frequently Asked Questions

What will a concentration in early childhood prepare me to do?  The early childhood concentration will prepare you to fill a variety of in-demand roles in childcare, pre-school, education administration, and child, family, and school services.  Other options might include careers in research, counseling, or child psychology. Some of these career paths may require education beyond a bachelor’s degree. For those interested in teaching, the concentration will provide excellent preparation for post-graduate programs that provide teacher licensure. Will the early childhood concentration provide me with a Virginia teaching license? No. The early childhood concentration does not provide a Virginia teaching license. It does prepare you to advance to a master of teaching program – such as the University of Virginia School of Education and Human Development’s nationally-recognized  Post-Graduate Master of Teaching (PGMT)  – or pursue various  alternative routes to teacher licensure in Virginia  or elsewhere. Careful advising throughout BIS will support you to ensure that you have the coursework needed to pursue these options. Can I get a job teaching without a Virginia teaching license? Private schools may hire teachers without a license, and preschool teachers (working outside the public school system) typically do not need a license. Can I complete this concentration online? Yes. The School of Education and Human Development will hold all of the required early childhood courses online, using the Canvas learning management system. All of the early childhood courses will use asynchronous delivery, meaning that students do not need to log in to course activities or materials at a set time of day but can complete work for the classes whenever is convenient for them. Early childhood students will be earning a Bachelor of Interdisciplinary Studies degree (BIS), which has several other required core and elective courses. These classes are also available online but most BIS core and elective courses are held synchronously, meaning that students will need to log in to the learning management system at a set time each week.   Do I need to take the early childhood courses in any set order? All students in the concentration must take “Foundations of Early Childhood Development & Education” first. “Interaction with Intention: Working with Young Children” comes at the end of the program. Students must either have completed other concentration requirements before enrolling in the class or be enrolled in both “Interaction with Intention” and any additional concentration courses they need to complete. Beyond these requirements, students may take concentration courses in any order. 

The concentration in health care management includes 24 credits comprised of six required health care management courses and two health care management electives. The concentration is designed to provide new educational and employment opportunities for adult learners seeking to complete their undergraduate degree with a liberal arts education and a professional focus in the health care field. Courses develop students’ foundational knowledge and skills in the key areas of health care systems and management. 

Students in the health care management concentration are also required to take two ISLS courses and two 4000-level ISIN Special Topics in the Conduct of Inquiry (one in Humanities, and one in Social Sciences) courses.

The the courses are online, typically in a synchronous format. The courses are taken concurrently with students in the Bachelor of Professional Studies in Health Sciences Management (BPHM).

Required Health Care Management Courses

• PSHM 3010 Introduction to Healthcare Management: Applying Concepts to Practice
• PSHM 3330 Introduction to Long-term Care Administration
• PSHM 3080 Legal & Ethical Decision-making in Health Care
• PSHM 4020 Management of Health Care Organizations
• PSHM 4300  Introduction to Population Health: Programs, Policies & Epidemiology
• PSHM 4650 American Health Care: Challenges & Opportunities
• PSHM 4700 Economics & Finance of Health Care

Elective Health Care Management Courses

Select two or three for a total of six credits.  Electives vary by semester.  

• PSHM 3050 Current Issues in Health Care (1 credit)
• PSHM 4050 Understanding Diversity in Health Care (2 credits)
• PSHM 3805 Health Information Systems & Applications
• PSHM 4052 Global Health Care (2 credits)
• PSHM 4200 Women’s Health Issues: Access, Treatment & Policy
• PSHM 4400 Introduction to Research in the Health Sciences
• PSHM 4600 Service Excellence in Health Care: Quality Improvement & Customer Service
• PSHM 4750 Organizational Behavior and Leadership in Health Care
• HR 4020 Human Resource Management
• HR 4030 Organizational Change & Development
• IT 3220 Strategic Business Value of Information Technology

Students in the health care management concentration are also required to take at least 18 credits of degree electives outside of the health care management courses. These vary by semester and may include courses in disciplines such as anthropology, art, art history, architectural history, classics, drama, economics, history, literature, music, philosophy, politics, religion, and sociology.

The History and Politics Concentration is designed for students interested in history and politics and their role in society. The concentration prepare students for work in a variety of fields, including communication, research, advocacy, government, business, law, and education. It is also be suitable for those who plan to pursue a graduate study in history, politics, or other fields in the humanities and social sciences. 

Those focusing in History and Politics complete 18 credits of concentration courses. Students are also required to take two ISLS courses and ISIN 4510 Special Topics in Conduct of Inquiry: Social Sciences and ISIN 4520 Special Topics in the Conduct of Inquiry: Humanities, at least 24 credits of degree electives, Capstone I and Capstone II.

Degree elective courses must be outside of the History and Politics Concentration. These vary by semester and may include courses in disciplines such as anthropology, art, art history, architectural history, business, classics, drama, economics, information technology, music, philosophy, religion, and sociology. 

A Sampling of BIS in History and Politics Courses:

• ISHU 4011 That Devil Music: A Cultural History of Blues Music in the US
• ISIN 4510 The Atlantic World
• ISLS 3010 Nationalism and National Identity
• ISLS 3211 Russian Politics
• ISLS 3295 US History Through the Virginia Experience
• ISLS 4251 Exploring Modern US History: A Research Methods Course
• ISSS 3050 Evolution of International Relations
• ISSS 3810 The American Presidency
• ISSS 3382 History of Genocide
• ISSS 3383 Dark Side of the Twentieth Century
• ISSS 3850 Media and Politics
• ISSS 4005 Irregular Warfare: Terrorists, Insurgents, and Transnational Criminals
• ISSS 4010 The Second World War: Experience of Total War
• ISSS 4020 Europe after 1945
• ISSS 4060 War and World Politics
• ISSS 4290 An Alternative History of Early America
• ISSS 4292 Liberalism and Conservatism in Modern America

The concentration in information technology (IT) includes 18 credits comprised of five required IT courses and one required elective IT course. The concentration is designed to provide new educational and employment opportunities for adult learners seeking to complete their undergraduate degree with a liberal arts education and a professional focus in IT. Courses develop students’ foundational knowledge and skills in information technology. Students in the IT concentration are also required to take two ISLS courses and two 4000-level ISIN Special Topics in the Conduct of Inquiry (one in Humanities, and one in Social Sciences) courses. 

Required IT Courses

• IT 3230 Basics of Web Design
• IT 3240 Enterprise Systems Architecture and Design
• IT 3400 Database Management and Business Intelligence/Analytics
• IT 4400 Web Application Development – Building Dynamic Websites

Elective IT Courses

• IT 3210 Programming with Java
• IT 3350 Agile Project Management
• IT 3600 Business Analytics for Decision Making

Students in the IT concentration are also required to take at least 24 credits of degree electives outside of IT courses. These vary by semester and may include courses in disciplines such as anthropology, art, art history, architectural history, classics, drama, economics, history, literature, music, philosophy, politics, religion, and sociology. 

The liberal arts concentration includes 18 credits in the humanities and social sciences disciplines that include anthropology, art, art history, architectural history, classics, drama, economics, history, literature, music, philosophy, politics, religion, and sociology.

Students are also required to take two ISLS courses and ISIN 4510 Special Topics in Conduct of Inquiry: Social Sciences and ISIN 4520 Special Topics in the Conduct of Inquiry: Humanities. They are also required to take at least 24 credits of degree electives.

The Psychology Concentration provides students with foundational knowledge and competencies in the field of psychology and creates a pathway for BIS students seeking professional opportunities in psychology and related fields such as mental health, social work, child care, and counseling. It is also be suitable for those who plan to pursue graduate study in psychology, counseling, social work, or other fields. 

Those focusing in Psychology complete 18 credits of concentration courses. Students are also required to take two ISLS courses and ISIN 4510 Special Topics in Conduct of Inquiry: Social Sciences and ISIN 4520 Special Topics in the Conduct of Inquiry: Humanities, at least 24 credits of degree electives, Capstone I and Capstone II. Students in the psychology concentration should complete Introduction of Psychology or its equivalent before taking the core psychology concentration classes. This prerequisite can be completed either as transfer credits or soon after entering the BIS program.

Degree elective courses must be outside of the Psychology Concentration. These vary by semester and may include courses in disciplines such as anthropology, art, art history, architectural history, business, classics, drama, economics, history, information technology, music, philosophy, politics, religion, and sociology.   Below are the required courses for the Psychology Concentration:

• ISSS 3410 - Abnormal Psychology: Disorders and Treatment
• ISSS 3411 - Personality Psychology: Theory and Application
• ISSS 3416 - Social Psychology in Modern Society
• ISSS 4430 -Topics in Developmental Psychology
• ISSS 4431 - Cognitive Psychology: Theory and Experiment
• one required elective Psychology course

The BIS Writing Concentration is designed for students who wish to focus on critical reading, writing and literature. The concentration prepares students for work in a variety of fields, including technical, professional, and grant writing, as well as communications, digital media, marketing, publishing, and management. It is also suitable for students who plan to pursue graduate study in writing (both creative and professional), law, and the humanities.  

Students focusing in Writing complete 18 credits of concentration courses. Students are also required to take two ISLS courses and ISIN 4510 Special Topics in Conduct of Inquiry: Social Sciences and ISIN 4520 Special Topics in the Conduct of Inquiry: Humanities, 24 - 39 credits of degree electives, Capstone I and Capstone II.

Degree elective courses must be outside of the Writing Concentration. These vary by semester and may include courses in disciplines such as anthropology, art, art history, architectural history, business, classics, drama, economics, history, information technology, music, philosophy, politics, religion, and sociology.  

BIS in Writing Courses:

• ISHU 3130 The Writing Side of Children’s Literature
• ISHU 3170 The Writer as the Cartographer: A Class in Poetry and Memoir
• ISHU 3180 Roots and Stems of Effective Writing: the Essay
• ISHU 3183 Writing the Story of Your Life: Creative Nonfiction
• ISHU 3193 Writing about the Environment
• ISHU 3240 20th Century American Literature
• ISHU 3251 Creative Writing: Poetry Workshop
• ISHU 3260 Contemporary American American Fiction
• ISHU 3330 Write Where You Are
• ISHU 3383 The Dark Side of the 20th Century
• ISHU 4090 Writing: Comfortable as a Hearth Rug
• ISHU 4120 The American Short Story: The Writer and Tradition
• ISHU 4170 African American Novels
• ISHU 4171 African American Literature: 1845 - Present
• ISHU 4180 The Nature of the Hero and How to Create One
• ISHU 4190 Writing Strategies
• ISIN 4510 The World of Jane Austen: Exploring the Novels in Historical Context
• ISIN 4520 Literature in the Digital Age
• ISLS 3210 The Frost is Hard-Edge and Quick: Metaphor - Making a Final Unity
• ISLS 3250 The Notion and the Heft of Home
• ISLS 3300 The Poet in Society
• ISLS 3360 The Role of Memory and the Human Condition

A total of 120 credits are required to complete the BIS degree: at least 60 credits are completed at UVA and are combined with transferable credits at admission from other regionally accredited institutions.  On average, students take two courses a term, including the summer, and take three to four years to complete the degree. Many, however, are able to finish sooner or choose to move more slowly, taking up to seven years. 

Total: 60+ Credits (depending on credits at admission)

Liberal Studies Seminars 

Liberal Studies Seminars provide students with opportunities to develop a set of core skills early in the BIS program. All first-term BIS students are required to take ISLS 3000 Transformations: Reading, Thinking, and Communicating in the Liberal Arts, which addresses academic writing, critical thinking, and research fundamentals. Students also take one more ISLS, and then two ISINs for all concentrations.

ISLS 3000  ISLS 3XXX

Conduct of Inquiry Seminars 

Conduct of Inquiry Seminars build upon the skills developed in the Liberal Studies Seminars and introduce students to analytical and research fundamentals in various disciplines. 6 Credits

ISIN 4510 - Social Sciences focus ISIN 4520 - Humanities focus Note:  These seminars must be completed within the first four consecutive terms of BIS matriculation with a grade of C or better. At least one 3000-level Liberal Studies Seminar must be completed with a C or better before enrolling in one at the 4000-level. 

6 credits. Please see details below on the page. 

18-48 credits (depending on concentration and credits at admission) In consultation with advisors, students in all concentrations will distribute degree hours beyond the Liberal Studies Seminars, Conduct of Inquiry courses, Concentrations, and Capstone Project in courses that will complement academic, professional, and personal goals. 

Get a Transfer Credit Evaluation

Sample plan.

Once enrolled in BIS, students on average take two courses each fall, spring, and summer term. Average time to completion is 3-4 years, assuming satisfactory academic progress and no leaves of absence. Here is a sample plan of the 20 courses required to complete the degree with a concentration in liberal arts (assuming 60 transferable credits).

Term 1:  Required Liberal Studies Seminar and one concentration course Term 2:  3000-level Liberal Studies Seminar and one concentration course Term 3:  Special Topics in Conduct of Inquiry: Social Sciences and one degree elective Term 4:  Special Topics in Conduct of Inquiry: Humanities and one concentration course Term 5:  One concentration course and one degree elective Term 6:  One concentration course and one degree elective Term 7:  One concentration course and one degree elective Term 8:  Two degree electives Term 9:  Capstone I and one degree elective Term 10: Capstone II and one degree elective The time it takes to complete your degree depends on how many transferable credits at admission and number of courses you take each semester. However, students must complete the program within seven years. On average, students complete the program within 3-4 years. The BIS staff gladly will talk with students individually about alternatives.

* The information contained on this website is for informational purposes only. The Undergraduate Record and Graduate Record represent the official repository for academic program requirements.

Annual Course Schedule

The Bachelor of Interdisciplinary Studies (BIS) degree is completed on average in 3-4 years by enrolling in 2 courses per term (assuming 60 transferable credits at admission). Since course loads are flexible, time to completion varies. The annual schedule, which includes Fall, Spring and Summer courses, is provided for general informational purposes and is subject to change. Please note that SCPS may cancel, modify, or make substitutions as deemed necessary in any given semester.

*3000-level ISLS, ISIN 4510, ISIN 4520, ISCP 3991 (Capstone 1) and ISCP 4991 (Capstone II), concentration courses, ISSS and ISHU electives offered every semester.

Capstone Experience

The Capstone Project is a two-semester process in which students pursue independent research on a question or problem of their choice, engage with the scholarly debates in the relevant disciplines, and - with the guidance of a faculty mentor - produce a substantial paper that reflects a deep understanding of the topic.

Students are strongly encouraged to choose a topic in which they have some competence based on their academic work, professional experience, or exploration of future career options. The Capstone Project is both a valuable intellectual experience and also a vehicle through which students can demonstrate their research, analytical, and writing skills to either prospective employers or graduate and professional schools.

Completion of the Capstone Project is required for graduation.

Capstone Framework & Guidelines

A Capstone Project must demonstrate the following characteristics. Each characteristic can be satisfied in different ways depending on the topic, discipline, and the approach taken. But, taken together, they represent the capstone framework.

Originality:  You must reach your own deep understanding of a clearly defined and focused topic. You must formulate your own perspective on an issue and draw your own conclusions. The final project and form of presentation can also draw upon your originality and creativity.

Independence:  Although you will have a capstone mentor as a guide and domain expert, you will work primarily on your own.

Appropriate Scope:  The Capstone Project is equivalent to a six-credit course. Therefore, you should plan to spend at least as much time and energy on your Capstone Project as you have devoted to your most challenging courses. You will have just one semester to complete your research and writing. Therefore, you will need to keep your project within a limited and realistic scope.

Orderly & Objective Process of Inquiry:  The Capstone Project demonstrates your facility with the methods of inquiry. These include the ability to ask the right questions, to synthesize ideas, to identify and use evidence, to draw and support conclusions, to recognize compelling research, to communication your ideas, or to solve a problem using a specific set of tools.

Intellectual Stretch:  The Capstone Project should take you to a place where you have not been before, and perhaps, did not even think you could reach.

In addition to the framework, there are also some basic guidelines for the Capstone Project.

• The Capstone Project will take two semesters to complete. During the first semester, students enroll in Capstone I, develop the Capstone proposal, and secure approval of the proposal from a faculty mentor and the Capstone instructor. During the second semester, students enroll in the Capstone II.
• Separate grades are received for Capstone I and Capstone II. Each grade must be a C (2.0) or better.
• Enrollment in Capstone I takes place no later than the second to last semester and no earlier than the third to last semester prior to graduation.
• The faculty mentor is a member of the UVA faculty. Mentors are approved prior to enrollment in Capstone I.
• Students will submit a formal academic paper and required drafts to Canvas.
• Students will make a presentation to an audience of students and faculty. 

Support You'll Receive at SCPS

There's a reason the student graduation rate at SCPS is more than twice the national average: our staff and faculty understand the demands adult learners face. We want to see you succeed. 

SCPS holds orientation for new undergraduate degree students. Orientation is the first step in connecting you with fellow students, resources and a team of people who will help you navigate this journey. SCPS will communicate orientation information with you once enrolled. 

“Transformations: Reading, Thinking, and Communicating in the Liberal Arts” is a specially-designed course required of students in their first semester to orient them to the BIS degree and the resources of the University. The course is designed to help students develop the skills they will need to complete their degrees, such as critical thinking, effective writing, and strong verbal expression. The course will also help them learn how to use library resources, cite sources, and present research so that they are prepared for their additional coursework in the BIS program. 

SCPS offers resources to support students in their writing! Learn more through this video: 

The SCPS Writing Center is an excellent resources for BIS and BPHM students to connect in a creative, safe space to work on their writing. During the week, the center offers multiple opportunities for drop-in support during which time you may receive one-on-one help and advice with your writing.  

Whether you need help getting started on a writing project, need assistance with your grammar, or need help refining text, the writing center is here to help you gain confidence and be successful. 

Academic advising is foundational to SCPS undergraduate degree programs and to the success of its students. SCPS staff assigns each new student an academic advisor who assists in course selection and planning during their time in the program. For information, please contact Julie May, Associate Professor and Academic Administrator, SCPS Degree Programs – [email protected]

The Peer Mentor Program is designed to help new BIS students become acquainted with the BIS program, support those further along in their degrees, and foster a sense of community by hosting events and aiding in the New Student Orientation. As a student run organization, the Peer Mentor Program unifies peers as a community of thriving and successful students, and is guided by the foundational principles of the University of Virginia: honor, trust, integrity and respect. The Structure of Peer Mentors and How it Works When students enter BIS, they have the opportunity to be paired with a Peer Mentor who can offer guidance and support from the student perspective. Interested? If you are interested in serving as a Peer Mentor, please contact BIS faculty member Julie May at  [email protected] .

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Undergraduate Interdisciplinary Studies (BA/BS)

Create your own major by combining courses from different departments.

About the Undergraduate Interdisciplinary Studies Major

At Emerson College, students can combine virtually any major with any minor to expand upon their course of study—but for those wishing to pursue an even more specific academic path, there is another option as well. 

Emerson’s Interdisciplinary Studies BA/BS program allows you to design your own major by combining courses from two or more departments, or from a department and the Marlboro Institute for Liberal Arts and Interdisciplinary Studies, around an anchoring concept or theme.

You can apply to be a part of this program after you’ve begun your studies. Once you begin designing your own major, you’ll enlist an advisory team of two faculty members from different departments to provide support and guidance along the way.

Some examples of past Interdisciplinary Studies majors are:

• Art Criticism
• Global Activism and Advocacy
• Investigative Theater for Social Change
• Photojournalism and Magazine Writing

...The open nature of the IDS program has helped shape my personal and professional path, allowing me to explore the interests I entered into Emerson hoping to pursue, while also encouraging me to explore new interests and fields that I had not been previously acquainted with, which is how I developed the major I am currently pursuing.

Real-World Interdisciplinary Experience

Interdisciplinary Studies majors have ample opportunity to gain real-world learning experience. Here are a few examples:

• Students complete a senior capstone project that is centered on a coherent idea or solution to a problem that sparks their interest and that integrates learning across their chosen disciplines.
• Students have the opportunity to work on major projects to add to their portfolios, such as producing and writing their own films and musicals.
• As participants in the E3 Expo , students have the opportunity to pitch new business ventures for monetary awards.
• Faculty hire students as research assistants to help them with projects focused on history, anthropology, math, and more.

Recent Interdisciplinary Studies Capstone Projects

• “The Business of Translating Podcasts”
• “The Future of Creative Economy: Blockchain to Achieve Equity in the Creative Industries”
• “Isolation and Redemption: Robert Bresson’s Films of the ’50s”
• “Marketing Sustainable Energy as Industrial Policy in a Time of Crisis”

Careers for Interdisciplinary Studies Majors

Interdisciplinary Studies graduates pursue careers in a variety of communication- and arts-related fields. Examples of careers include:

• Data Analyst
• Entrepreneur 
• Marketing Designer
• Public Relations Specialist

...If I could share one word for my college experience in the Marlboro Institute, I would heavily emphasize ‘community,’ because that’s what we thrive in and that’s what the program provides you. A sense of a community. Overall, IDS has been a part of my college education that I’ll cherish for the rest of my life.

Meet Our Faculty

Request for information, ready to pursue your daring ideas.

• Learn More about the Undergraduate Interdisciplinary Studies (BA) Program
• Learn More about the Undergraduate Interdisciplinary Studies (BS) Program
• Apply to the Undergraduate Interdisciplinary Studies (BA/BS) Program

Media Gallery Interdisciplinary Studies

View our Interdisciplinary Studies program in action

Emerson Today

Emerson, community partners showcase narratives for environmental justice.

Future Speech-Language Pathologists Demonstrate Research at CSD Showcase

Comex performers take on mascots, ‘twilight’, dinosaurs.

• For Current Students
• For Parents
• For Faculty
• For the Media

Stanford University

New Art Installation Examines the Aesthetics and Academic Importance of the World’s Oceans

• Melissa Morgan

Sukey Bryan is making waves. The nationally recognized artist was welcomed to Encina Commons for a joint reception with the  Freeman Spogli Institute for International Studies and  Stanford Global Studies (SGS), where several pieces of Bryan’s work were put on display in the Moghadam Atrium.

Speaking to the guests, Bryan expressed her thanks for the opportunity to share her work with the Stanford community. “I’m so honored to have my artwork in this space,” she told the gathering. “It’s an exciting opportunity for an artist to make work that’s in a place where there’s so much interdisciplinary work going on, especially around climate issues and all the different ways it’s touching our lives.”

Bryan’s artistic work has always been deeply connected to the environment and the elements. Whether working with pen and ink on paper or in  large public installations that span buildings, the purpose of her work always comes back to raising climate awareness and exploring humanity’s spiritual connection with nature.

Donna Norton, a friend of the artist, commented, “Sukey is a committed environmentalist, but her paintings do not preach. [They] transcend nationality and evoke the timeless tectonic forces that either can bring people together, or pull us apart.”

The installation in the Encina Commons atrium includes several pieces from her “ Sea Water ” collection, as well as selections from her “ Rain ” series. Additional artwork from her “ Iceberg ” and “ Glacier Water ” collections can be found throughout Encina Hall and Encina Commons.   

In a prior interview given in conjunction with the release of her 2013 “Glacier Visions” exhibition in Washington D.C., Bryan explained the connection between her art and the environment:

“I am passionately concerned about climate change . . . The disastrous effects of climate change are a worry to every community. This realization is a marked shift in human understanding of our place in the world. Both our power over the environment and our dependence is brought to a sharp focus in the problems we are starting to see in sea-rise, drought, superstorms, water issues, and stresses on wildlife populations. Ideas about power and fragility are a theme in my work. I hope we can turn the tide. We’ve got to slow the tide, at least.”

Those themes of power and fragility echo the work many scholars at Stanford Global Studies and the Freeman Spogli Institute are undertaking on climate change and climate-related issues.

Staying with the theme of water and oceans, Dr.  Grant Parker , the Interim Sakurako and William Fisher Family Director of SGS, shared how projects like the  Oceanic Imaginaries initiative are striving to understand the complexities of climate change and related environmental issues through a holistic lens that includes the humanities and history alongside science and technology.

“When the possibility to host Sukey’s exhibit came up, we jumped at that chance because of the work we’ve been doing through the Oceanic Imaginaries project,” said Parker. “Two thirds of the Earth’s surface is water. The ocean provides so much to our materialistic and intellectual world both now and throughout history.”

Parker explained the value art like Bryan’s brings to academic study of the ocean and work like the Oceanic Imaginaires initiative. “The boundaries of the ocean are never distinct; there is an eternal motion of currents there. But the intellectual inquiries surrounding these waters are often confined to specific topics, specific historical periods, and to specific geographical regions. Art and artists help push us out of that rigidity and to encourage and inspire us to think about what connects the various parts of our ocean-human experience.”

The goal of the Oceanic Imaginaries project is to bring together diverse methodological tools, disciplinary orientations, and strategies of inquiry in a way that transcends traditional scholastic barriers and invigorates future studies of the global oceans.  

Dr. Parker encouraged the reception attendees to think similarly beyond the normal narratives of study and inquiry.  “How might de-centering land generate and complement other modes of rethinking and reorganizing power? What can the ocean teach us about how we think about flow and the currents that bring us together and the scale of global connectedness?”

“These are very fascinating stories to tell,” Parker continued, “and we are very grateful for the opportunity to pursue something that would not have been possible without the encouragement to think in an interdisciplinary fashion and to do together what no one of us could have done on our own.”

Michael McFaul, director of the Freeman Spogli Institute, whole-heartedly agrees. “It has been so interesting to hear more about all the fantastic things being done here at Encina, and we need to encourage more of it, and more collaboration,” he said.

As for Sukey Bryan’s future projects, she plans to continue exploring the themes of nature and its many facets.

“I still have real joy and appreciate the challenge of trying to figure out how I’m going to translate a particular element or substance into paint. Lately I’ve been doing these pond images, which are very humble and focus mostly on the water and leaves and how those are microcosms of life. But I’ve also just finished a woods image that’s just kind of wacky, and I’m not quite sure what it means. So maybe there are some more wacky things on the way, too!”

The Moghadam Atrium at Encina Commons is open to the public during standard business hours, Monday through Friday, except for holidays. 

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