Capstone Success Isn’t About Talent. It’s About Building the Right Skills.


Capstone Success Isn’t About Talent. It’s About Building the Right Skills.

OTD Capstone projects can be a mystery, and the fact that all OTD programs handle their capstone projects differently makes it challenging to capture the general understanding of all the work that goes into a capstone project. That said, there are a few skills that may help students be successful in their capstone preparation and execution. Please note that we are referring to skills, and not talents. Skills can be cultivated by being intentional about incorporating them in your actions. Students do not need to have these skills to start capstone work, but do need to spend some time nurturing them as the work is implemented.


Grit: Changes are inevitable when you undertake a project like a capstone, which, from idea to execution, lasts over two years. Sometimes, changes and challenges are minor and allow the student to make necessary adjustments to stay on course. Other times, the challenges require starting over from scratch and going back to the drawing board. What I can assure you is this: you are not alone in this journey. The faculty will be right there with you to support further exploration. What we cannot do is tell you exactly what to do. And that leads to the next skill.


Self-Reflection: The unique nature of the capstone requires individuals to examine their strengths and areas for growth deeply. What defines you as a person? What fuels your passion? We have seen students try to choose something simple and then realize their work lacks the spark. Conversely, we have seen students pick a topic they cannot handle and realize it too late. Selecting the capstone area is like finding the ‘just-right challenge’ for yourself. Therefore, take stock of your strengths, areas for improvement, and how you have been performing in the program so far when choosing your broad focus for the capstone.


Proactiveness: Capstone work requires students to plan the activities well in advance. Even if you tend to work closer to deadlines, you still need a plan. The capstone will teach you to think about the “long and short.” For example, if you plan to meet with a faculty member to show your work and get feedback in February, you can certainly work on the content in the last few days of January. However, you must be proactive in securing an appointment with the faculty member by at least early January, so their schedule isn’t already full when you are ready to receive some feedback. You don’t need to take many significant actions, but small steps like thinking through a task from start to finish, anticipating potential issues, and leaving room for adjustments can make a big difference.


Accountability: “If you don’t move, your capstone project will not move.” Your faculty is a facilitator in the entire process. You are the one who will do the work. Students will receive support to find a site, but it is ultimately your responsibility to build and nurture the relationship with your site mentor. Doing so will not only result in a positive learning experience for yourself, but it will also pave the way for future capstone students and strengthen the department's partnership with the site. It might be uncomfortable at first, but I encourage you to ask this question when you encounter a challenging situation in the program: Did you do everything possible to prevent this situation from happening? Could any of your actions have prevented this outcome? Did you take those actions?


Capstone Is Not an Island: Many students may say that the capstone process can feel like an island! While that might appear to be true on the exterior, you are the leader of your experience and can create a nuturing and collaborative environment. We offer you a different metaphor: Think of the capstone work (and all the coursework) as a lake. The resources are already created for you, and there are dedicated faculty members who are happy and willing to help you. The question is: are you using what’s available? Are you reaching out? Are you choosing collaboration over isolation? To learn more about the “lake” metaphor and how it applies to learning, read more https://scholarlycommons.pacific.edu/pjh/vol7/iss1/37/.


Author: Divya Desai

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