Capstone and Research Proposal Writing - PowerPoint by ifa36216


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									Cogsci Capstone
             Meeting outline
• Explaining the purpose, goals, regulations, and
  current status of the capstone
• Fey on department seminar and further
  remarks on capstone
• Faculty each make remarks about possible
• Prior capstone experiences of students
• Open discussion
                  Key points
• You can (and should!) make your own thing
• Anyone considering graduate school (i.e. phd)
  should seek research experience early and often,
  including independent study and capstone.
• Those considering other paths should think about
  research or service projects suited to that path.
• As number of capstone’s grows, we may hold a
  capstone class similar to other depts (e.g. James
  Zull’s biology capstone)
•   The SAGES capstone program is based on courses offered by individual academic departments
    within the university. These courses may vary widely in nature, as deemed appropriate for various
    disciplines by the department offering each course. Some SAGES capstone courses will involve
    individual research while others are based on group design projects. Some courses may be similar
    to an advanced seminar while others will require live performances or other creative endeavors. In
    some courses, faculty will define the topic on which a course is based while other courses will
    provide students the option - or even the requirement - of doing work based on their own
    ideas. There are, however, some unifying principles for all SAGES capstones. Across the university,
    SAGES capstones must include:
•   - Critical thinking on the part of the student.
•   - Clear goals with an appropriate plan of action.
•   - Regular oversight by the project adviser.
•   - Periodic reporting of progress.
•   - Regular writing (e.g. drafts, progress reports, critiques) throughout the project
    including a final written report which may be a thesis or equivalent document associated with the
    project or activity, (e.g., such pursuits as performance, experiment, live case analysis, or creative
    writing), as approved by the department of capstone origin.
• - A public presentation at the Senior Capstone Fair, a conference, a performance, a
    public lecture, a teaching presentation, or other, as approved by the department of capstone origin.
•   The SAGES Capstone Coordinator for the University, Prof. Gary Chottiner, is responsible for the
    content of this page. Please contact him at with suggestions for
          Capstone options
• SAGES / General education requirement
  (NOT Cogsci major requirement)
• Just one capstone (NOT one per major)
• Lots of options:
• Including a non-departmental capstone:
               UCAP 395 Contract – page 1
    CONTRACT for UCAP 395: SAGES Capstone Experience
•   Download this form and enter as much information as possible before printing it and obtaining the required signatures. The last signature should be that of
    the Director of SAGES, who must be given the opportunity to approve the contract before the end of the DROP/ADD period of the first semester of the
    project so that the required permit may be issued.
•   STUDENT NAME:____________________________________
•   ID: ______________________        MAJOR(s) ________________________________
•   CONTACT INFORMATION: email: _________________ phone: ______________
•   This is a NEW contract or a REVISION of a previous contract (indicate which).
•   SEMESTER(S*) in which you plan to take UCAP 395 and the number of credits:
•   FALL 2____ CREDITS __        |    SPRING 2____ CREDITS __ | SUMMER 2____ CREDITS __
•   * If a second semester is required, than a grade of R must be initially assigned for the first semester’s grade.

•   MENTOR’S NAME: _______________________________________
•   SIGNATURE (+ date of signing): ___________________________________
•   ADVISOR’S NAME: _________________________________________
•                                              (write ‘same as above’ if this is the case & skip this section)
•   SIGNATURE (+ date of signing):_____________________________________
•   _______________________________        _______________________________
•   (NAME) (NAME)
•   _______________________________        _______________________________
•   _______________________________        _______________________________
•   (DEPARTMENT)            (DEPARTMENT)
•   _______________________________        _______________________________
•   SCHOOL CAPSTONE COORD. (+ DATE): __________________________________________
•   DIRECTOR OF SAGES (+ DATE): ________________________________________________
            UCAP 395 Contract – page 2

•   ABSTRACT: Attach an abstract (1 page or less) to this contract and send a copy of the abstract via email to the
    SAGES office . This electronic copy will be posted on the SAGES UCAP 395 web site.

•   PLANS FOR FINAL ORAL PRESENTATION including the approximate date, if known, and the format. Examples
    of acceptable formats are a talk in a department seminar, presentations at the Capstone Fair or Research Day,
    a public performance, etc.
•   PLANS FOR FINAL WRITTEN REPORT including the due date and a short description of the nature of the
    report; as in style, length or any other parameters that are established in advance.
•   SCHEDULE OF WORK: SAGES capstone courses, like most courses in the university, should entail
    approximately 3 hours of work per week, on average, for each unit of credit. If there are any agreed-upon
    hours during which the student will work or any set dates for progress reports etc., please note them below.
                   Cogsci capstone
The Capstone in Cognitive Science involves guided research, or service
  work with a research aspect, under the direction of a Cognitive
  Science faculty member who serves as Sponsor. The research can
  be empirical (e.g. data analysis, laboratory experiment, fieldwork,
  modeling and testing), theoretical, or library-based. The capstone
  work may be carried out within the Department of Cognitive
  Science or within an affiliated department or across departments
  and units, provided there is a Cognitive Science Sponsor for the
  capstone work. The capstone may be taken only one semester
  during the student's academic career. A permit is required to take
  the course. The student's Cognitive Science Sponsor must approve
  a written report and submit it to the Chair of the Department
  before credit can be granted. A public presentation is also required
  in a format to be determined as needed by the department faculty.
  Approved SAGES Capstone.
     A larger program of research /
          experiential learning
• Research / experiential learning experience for
  Capstone is NOT paid.
• Capstone credit should not be given for work
  done prior to taking Capstone course (e.g. as part
  of COGS 399 Independent Study)
However (“…gray areas will exist…”)
• Earlier the better!
• Capstone may be an extension of prior paid or
  credited work.
• Prior work that was not paid/credited presents
  little obstacle provided faculty member approves
  it as contribution to capstone.
Your capstone should fit your interests!
• IF thinking about grad. school, get research
  experience, build relationship to profs, try to get
  funding, try to get published, have a high gpa, be
  perfect – it is a competitive world.
• Check out the many secondary faculty in Cognitive
• Bruce Latimer , the executive
  director of the Cleveland Museum of Natural History
  has expressed his enthusiasm about Case students
  doing capstone projects tied to the CMNH.
                Get funded

• SOURCE funding can support living expenses
  over the summer while you engage in
  research, some small research expenses

• Deadline for applications: early March
                     Get funded
The Center for Civic Engagement and Learning , CCEL, (368-
  6960) helps students design capstones with a community-
  based focus or a community service component. A
  CCEL staff member can serve as a capstone mentor and
  provide assistance with the selection, development, and
  implementation of the capstone project. Students are
  encouraged to consult with the Betsy Banks, Assistant
  Director, , early in the process,
  preferably during the semester prior to enrollment in the
  capstone itself.
Center for Community Partnerships provides information
  about Case and its connections to the local community.
                   Get Funded
• NSEP (National Security Education Program)
  scholarships support summer and school-year study
  abroad for students studying in Asia, Africa, the Middle
  East, Russia, Eastern Europe, and Latin America.
  Language study MUST be part of the program. All
  majors are eligible, but preference is given to specific
  majors. In 2002-03, "favored majors" were:
  engineering, science, computer science, management,
  international studies, political science, anthropology,
  psychology, sociology, and history.
                 Get Funded
• Experiential Learning Fellowships support
  undergraduate student projects in the arts,
  humanities, and social sciences. The George S.
  Traub Memorial Undergraduate Research Fund
  supports juniors and seniors pursuing degrees
  related to the history, politics, public policy, or
  economics of the Northern Ohio region.
  Guidelines and application forms are available
  under Forms at the following page: .
  Please contact Marcia Camino (x3826) if you have
  any questions.
                 Get funded
• The Experiential Learning Fellowship in
  Anthropology, open to majors in that field, was
  established by Jonathan F. Plimpton '70, who has
  found that his degree and training in
  anthropology serve him well in his career in
  international business.
• The Francis J. and Earla E. Rocks Experiential
  Learning Fellowship is open to students with a
  major or minor in art history and art, classics,
  English, modern languages and literatures, music,
  or theater and dance.
Indiana Undergraduate Journal of Cognitive Science
Are you interested in the inner workings of the mind? Do you have a
paper that deals with anything related to this complex subject? If so,
then consider submitting it for PUBLICATION in a peer-reviewed journal!

The IUJCS is a peer-reviewed, online journal of writing in cognitive
science. The journal is currently accepting submissions of original
work by undergraduate students in cognitive science and related
disciplines. Submissions may originate from any field within cognitive
science including, but not limited to: artificial intelligence,
anthropology, biology, computer science, linguistics, logic,
philosophy, psychology, and neuroscience. Even if you are unsure
whether your work is relevant, I encourage you to submit.

The benefits of publication include:

*Sharing your important research or ideas with a growing academic
*Recognition for your outstanding research and writing skills
*Building your publication record for graduate school or employment,
and much more.

Interested authors are asked to submit their work electronically in
either Microsoft Word or Adobe PDF format to the following e-mail
The tentative deadline for all submissions
for the Fall 2008 edition of the journal is October 31, 2008.
For more information on the IUJCS or to submit your work, visit:
Penn Bioethics Journal
The Penn Bioethics Journal (PBJ), in collaboration with the Neuroethics Society, invites
   submissions of papers on any aspect of neuroethics written by undergraduate
   students. Papers can be reports of empirical research or novel syntheses of
   previous work in science, philosophy, public policy, or any other discipline
   addressing an issue in neuroscience or neurotechnology.
Submissions are due by February 11th, 2008
Term research papers are also encouraged!

Cash Prizes for the Winning paper and 2 runners up!!
As usual, PBJ will also accept bioethics papers beyond the main theme. More
    information is online at
Questions should be addressed to Penn Bioethics Journal at
     2008 Intersections: SOURCE Undergraduate Symposium and Poster Session
                      Date Friday, April 18, 2008, 10am to 3pm
                     Place: Thwing Center, Atrium and 2nd Floor
The Proprosal Registration is due on March 21! Submit abstract via email and Proposal
             Registration via email or in Sears 451! Email to:
                                  Abstract Guidelines
                              Proposal Registration (doc)
                              Proposal Registration (pdf)
   Basics of Making a Research Poster: March 31st at noon in Nord 310B. RSVP to
   How to Present Your Poster: April 10th at 5pm in Thwing 1914 Lounge. RSVP to

  Heavy refreshments in the form of our popular Mexican bar will be served from
                                  noon to 2:30pm.

One $200.00 award and one $100.00 award for each of the following academic areas:
      Arts, Engineering and Computer Science, Humanities, Natural Sciences and
         Mathematics, Nursing, Social Sciences, Management and Accounting
               Research ethics
• Anyone doing behavioral research must be
  CREC accredited
• Online at:
• Takes a good few hours studying and
  answering multiple choice q’s
• Send your certificate to your advisor BEFORE
  you start testing subjects!
       ?Regular Capstone Meetings?
            A possible schedule of topics

•   Research Proposal
•   Progress reports
•   Critique of poster drafts
•   Final presentation
       Physics Capstone courtesy of Prof. Gary
        Chottiner, Sages capstone coordinator

• Around for many years
• Two semester capstone
• Highly structured series of meetings over academic year,
   –   Present proposal and experimental design
   –   mid-term presentation
   –   preview and critique poster drafts session
   –   SOURCE symposium
   –   final presentation.
• Additional information about our program is available at:
       Capstones done or in progress
•   1. Viyan Udawatta: Cross-cultural study on Morality and Mindedness. We're looking at Sri
    Lankan, Indian, and US populations to test our hypothesis that there are innate aspects to
    moral concern in all humans. We also want to determine how intuitions about mindedness
    compares across cultures. Fri, 8/29/08 12:12 PM
•   2. Emily Newman: Will be working with adolescents with TBI on the influence of autonomy
    on their perceived health related quality of life. Tue, 8/26/08 11:05 PM
•   3. Lauren Seeds: I did an extensive literature review of some recent theories of autism
    spectrum disorders, composed a research paper, and gave a short presentation on the
    findings and future directions of the research. Thu, 8/21/08 7:09 PM
•   4. Katie Kriegshauser: I am studying the gender differences in treatment adherence
    behaviors, looking specifically at a Bipolar population. The specific behaviors I'm examining
    are fear of weight gain due to medications, value of social support, experience of public and
    self stigma, self medication with drugs and alcohol, and value of lessened
    impulsivity/irritability due to medications. If gender-specific trends emerge from this data,
    this will allow for more gender-specific treatment plans for Bipolard Disorder. Thu, 8/21/08
    11:31 AM

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