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End of Program

Assessment Manual for

Master’s Programs

Graduate Studies and Research

American Public University System Charles Town, West Virginia, January 2022 Edition

TABLE OF CONTENTS

Contents

TABLE OF CONTENTS ................................................................................................................................ i

Introduction ............................................................................................................................................. 1

EOP Assessment Alternatives ................................................................................................................ 1

Grades ..................................................................................................................................................... 2

Important Notes...................................................................................................................................... 2

Chapter I: Scholarly Research, Copyright, and Ethical Conduct .......................................................... 3

1. University Research Policies ......................................................................................................... 3

2. Institutional Review Board ............................................................................................................. 4

3. Copyright ......................................................................................................................................... 4

Copyrighting Your Research ............................................................................................................... 5

Fair Use Exemptions and Citation Responsibility ............................................................................. 5

Copyright Permission .......................................................................................................................... 6

Chapter II: The Responsible Conduct of Research ............................................................................... 7

Academic Dishonesty ............................................................................................................................. 7

For Comprehensive Exam Assessments ........................................................................................... 7

For Capstone and Portfolio Assessments ......................................................................................... 7

Institutional Review Board ..................................................................................................................... 7

Failure to Secure IRB approval .......................................................................................................... 8

Chapter III: Master’s Comprehensive Examination .............................................................................. 9

Beginning the Comprehensive Exam .................................................................................................... 9

Comprehensive Exam Course ................................................................................................................ 9

Taking the Exam ............................................................................................................................... 10

Notes: ................................................................................................................................................ 11

Proctoring .............................................................................................................................................. 12

Chapter IV: Master's Capstone: Thesis Option .................................................................................... 14

Beginning the Thesis Project ............................................................................................................... 14

Thesis Proposal ................................................................................................................................. 15

Preparing the Thesis ............................................................................................................................ 16

Notes: ................................................................................................................................................ 16

Approval of Thesis ............................................................................................................................. 17

Submission of Final Thesis .............................................................................................................. 17

Unsuccessful Capstone Attempts ....................................................................................................... 18

Second Readers ................................................................................................................................ 18

Chapter V: Master's Capstone: Creative/Applied Project ................................................................... 19

Beginning the Creative/Applied Project .............................................................................................. 19

Creative/Applied Project Proposal ................................................................................................... 19

Completing the Creative/Applied Project ............................................................................................ 20

Notes: ................................................................................................................................................ 20

Approval of Creative/Applied Project ............................................................................................... 21

Submission of Creative/Applied Project Report ............................................................................. 22

Unsuccessful Capstone Attempts ....................................................................................................... 22

Second Readers ................................................................................................................................... 23

Chapter VI: Master's Capstone: Practicum and Critical Reflection Paper Note: Please check your

academic plan to see if this option is available in your program. ..................................................... 24

Beginning the Practicum and Critical Reflection Paper ..................................................................... 24

Practicum Proposal ........................................................................................................................... 24

Completing the Practicum ................................................................................................................... 25

Notes: ................................................................................................................................................ 26

iii

Approval of the Practicum and Critical Reflection Paper ............................................................... 27

Submission of Critical Reflection Paper .......................................................................................... 27

Unsuccessful Capstone Attempts ....................................................................................................... 27

Second Readers ................................................................................................................................ 28

Chapter VII: Master's Capstone: Portfolio and Critical Reflection Paper Option ............................... 29

Beginning the Portfolio Option ............................................................................................................. 29

Portfolio and Critical Reflection Paper ............................................................................................ 29

Completing the Capstone .................................................................................................................... 30

Notes: ................................................................................................................................................ 30

Approval of the Portfolio and Critical Reflection Paper .................................................................. 31

Submission of Critical Reflection Paper .......................................................................................... 31

Unsuccessful Capstone Attempts ....................................................................................................... 32

Second Readers ................................................................................................................................ 32

Chapter VIII: Department Chair Role in the End of Program Assessment......................................... 33

Comprehensive Exam .......................................................................................................................... 33

Capstones (this includes all varieties: thesis, practicum, creative/applied project and portfolio) . 33

Chapter IX: Faculty Role in the End of Program Assessment ............................................................. 35

Comprehensive Exam .......................................................................................................................... 35

Capstones (this includes all varieties: thesis, practicum, creative/applied project and portfolio) . 35

Chapter X: University Declarations and Archiving ............................................................................... 37

1. Declarations ..................................................................................................................................... 37

2. Textual Components ........................................................................................................................ 38

Academic Style Manual Conformity ................................................................................................. 38

3. Images and Tables ........................................................................................................................... 39

Image Insert/Formats....................................................................................................................... 39

4. Video or Audio .................................................................................................................................. 40

5. URLs/Web Addresses ...................................................................................................................... 40

6. Submission to the Archive ............................................................................................................... 40

7. Passed with Distinction (a.k.a. PWD) .............................................................................................. 41

Appendix 2: Sample of Copyright Page ................................................................................................... i

Appendix 3: Sample of Dedication Page (Optional) .............................................................................. ii

Appendix 4: Sample of Acknowledgments Page (Optional) ................................................................. iii

Appendix 5: Sample of the Abstract ...................................................................................................... iv

Appendix 6: Sample of a Table of Contents........................................................................................... v

Appendix 7: Sample of List of Tables ................................................................................................... vii

Appendix 8: Sample of List of Figures ................................................................................................. viii

Appendix 9: Sample of Permission to Quote or Reproduce Copyrighted Material Letter .................. ix

Appendix 10: Sample of IRB Approval Letter ........................................................................................ x

Introduction

This manual establishes the guidelines for completion of all master’s-level end of program

(EOP) graduation requirements. The intended audience for this manual is all members of the

American Public University System (APUS) academic community, including students and

faculty. While it is intended to be a comprehensive overview of the general EOP

requirements for APUS, students and faculty must follow any additional specific guidelines

within their schools and programs. Information regarding program-specific guidelines should

be available from your supervisory professor or your program’s director.

APUS, including American Military University (AMU) and American Public University (APU),

offers several options for assessing master’s program learning outcomes. These end of

program assessments are designed to ensure APUS students have successfully met their

program objectives, and each is designed to serve a different purpose.

EOP Assessment Alternatives

EOP assessment alternatives vary by degree program and include the following:

• Comprehensive Exam

• Capstone, which includes the following variations (availability varies by degree

program):

o Research thesis

o Creative/applied project

o Practicum with critical reflection/integration paper

o Portfolio option with critical reflection paper

Some programs offer the comprehensive exam to provide a formal assessment of the

program content; this type of assessment is best suited for students who finish their formal

academic training with the completion of the Master of Arts/Master of Science program.

In programs offering the capstone thesis option, this type of research best suits students

who anticipate seeking further academic training, such as a doctorate.

Many programs in the humanities, social sciences, and STEM fields offer the

creative/applied project as a way to integrate theory with professional practice and

demonstrate mastery in the field. Some professional disciplines may consider the practicum

as the best option to integrate experiential learning into the curriculum. Finally, various

programs find the portfolio option appropriate as a way of showcasing learning for future

employers and synthesizing skills learned in the degree program.

Students are advised to work with their academic advisors to ensure that they take the

correct courses during their degree and to enroll in the correct program version for their

assessment preference, if available. Please be advised that some programs have only one

EOP assessment option.

Grades Students must receive a B- (80%) or better on their comprehensive exam or their capstone

paper/project in order to graduate. Any capstone project/paper awarded a Passed with

distinction must be reviewed and approved by the Department Chair, Dean, and the Dean of

Graduate Studies before being included in the APUS ePress Repository.

Important Notes

• The EOP assessment is meant to be a culminating experience, and as such, students

should expect to demonstrate not only that they possess a thorough knowledge of

their discipline’s literature and concepts, but also that they have achieved all of the

program’s learning outcomes. The EOP is a unique exercise that requires a high level

of commitment, both in time and effort. Success depends on the student entering the

experience fully prepared and dedicated to completing the EOP in the allotted

timeframe.

• All students are expected to adhere to the conventions of standard English grammar

and formal academic writing. Students who are struggling with their ability to

communicate clearly in writing are strongly encouraged to complete the Graduate

Writing modules early in their graduate studies. See also the graduate resources in

the APUS Library at Writing@APUS.

• After being checked with a plagiarism detection tool and graded by the faculty

supervising the project and upon being approved by the Department Chairs and

school dean, all capstone projects must be submitted for archiving by the

Department Chair. The capstone and critical reflection papers submitted must be a

“clean” version of the paper. All spelling, grammar, citations, etc. must be correct and

appropriate. Instructor feedback comments should not appear in the final version

submitted to the archive.

• The final version of the capstone project must be approved by the faculty member

and meet all standards for final submission before the capstone will be graded.

Students are responsible for ensuring that all final edits have been completed and

the final version accepted by the professor, or degree conferral may be delayed.

• Capstones that receive a grade of Passed with distinction may be eligible for

inclusion in the APUS ePress Repository. For more on the APUS ePress Repository,

see https://apus.libguides.com/APUS_ePress/about.

• Critical reflection papers, while eligible for the grade of Passed with distinction, may

not be eligible to be placed in the APUS ePress Repository due to the personalized

information that may be contained within the papers.

Chapter I: Scholarly Research, Copyright, and Ethical Conduct

For quality assurance and approval, a condition of publication is that the capstone advisor

agrees to have their name displayed next to the master’s capstone student-author. There

will be no exceptions. All capstone projects awarded an A+ will be considered for inclusion in

the APUS ePress Repository as an example of a capstone project that meets the highest

level of distinction.

Note: Critical reflection papers, while eligible for the grade of Passed with distinction, may

not be eligible to be placed in the APUS ePress Repository due to the personalized

information that may be contained within the papers. The final decision for placement in the

APUS ePress Repository will be made by the Dean of Graduate Studies.

1. University Research Policies

Misconduct in research implies the intent to deceive or defraud; it extends to the

mistreatment of animals and human subjects. Misconduct includes, but is not limited to,

fabrication of or employment of spurious data, purposeful omission of any conflicting data,

deceptively selective reporting, misappropriation of intellectual property, and cases of

frivolous accusations. It does not include honest error or honest differences in interpretation

or judgments of data.

Student research misconduct resulting from regular course assignments that are not

published for public scrutiny remains under the purview of the instructor and is not subject

to these protocols. Other common forms of misconduct covered by these protocols are

defined as follows.

• Failure to receive IRB approval is conducting human subjects research without the

appropriate review and approval by the Institutional Review Board.

• Falsification of data is deliberately changing any form of evidence in such a way that

it substantially affects its usefulness.

• Plagiarism is deliberately appropriating the writing or recorded work of another

without their consent or improperly documenting for one's own benefit.

• Conflict of interest occurs when an individual serves or represents two distinct

entities and neglects or breaches a duty to one entity to benefit the other or when a

person uses their position with one entity to advance a personal gain or the gain of

another entity.

• Fraud and misrepresentation are deliberate attempts to deceive others to secure

unlawful or unfair advantage. This category of misconduct includes providing false or

misleading information to or intentionally deceiving coauthors, granting agencies,

editors, or other interested parties regarding the results or the status of a research

project.

• Noncompliance is failing to comply with the published regulations of federal

agencies, state agencies, the university, or granting agencies that support an

individual's research.

• Misappropriation of research funds is any deliberate act or omission in the handling

of research funds that violates university policy, or the policies of granting agencies

either state or federal.

These policies apply to individuals (other than students involved in regular classroom

assignments) engaged in any form of research and scholarship, funded or otherwise, in

every discipline throughout the university.

Note: APUS takes academic dishonesty very seriously. Any evidence of plagiarism will result

in the student’s work being rejected. The student will fail the EOP course, and penalties may

also include academic suspension or expulsion. Engaging in academic dishonesty and/or

plagiarism will directly threaten the ability of the student to graduate from APUS.

2. Institutional Review Board

Students engaged in research that involves human subjects and whose research is

systematic and generalizable are required to complete an Institutional Review Board (IRB

application, which includes Collaborative Institutional Training Initiative (CITI) program

courses. Failure to receive IRB approval for human subjects research will result in failing the

Capstone project and a Responsible Conduct of Research (RCR) violation. Students who

plan to engage in human subject research should discuss it with the course instructor at the

very beginning of the course. The IRB process can take at least one month. Sanctions may

vary depending upon the severity of the infraction, but may include formal written warning,

failure of the course, academic suspension, expulsion, termination of research, and the

destruction of research data. Actions taken by the IRB and the University also will be subject

to Federal reporting guidelines.

For a brief overview of the IRB, visit http://apus.adobeconnect.com/p1jpa3w9nwj/. For

detailed information on the APUS Institutional Review Board, visit,

http://www.apus.edu/community-scholars/institutional-review-board/.

3. Copyright

and keeping to scholarly standards, especially the avoidance of plagiarism. In legal terms,

the United States is a signatory of the international Berne Convention for the Protection of

Literary and Artistic Works (http://www.wipo.int/treaties/en/ip/berne/index.html). More

importantly, internal enforcement is codified under Title 17 of the 1976 Copyright Act as

amended. The Librarian of Congress is the officially designated interpreter of the act, which

also is subject to decisions in the federal court system (See U.S. Copyright Office,

http://www.copyright.gov).

Note: Foreign copyrights are valid in the U.S. Material published outside the U.S. and

may not have clear-cut rules. Some authorities advise that it is not safe to assume a

foreign work copyrighted in the last two hundred years is in the public domain.

Copyrighting Your Research Under the Berne Convention, original intellectual contributions are automatically copyrighted

when captured in a fixed medium, such as in print or a video. Under U.S. copyright law,

plus 70 years. The creator also may choose to formally register copyright status. Registration

is a legal formality that makes a public record of the exact details of a copyright claim. It is

necessary in order to bring suit against an infringer for damages. Registration can be done

online through the Electronic Copyright Office (http://www.copyright.gov/registration/), as

well as by mail and in person. It requires three elements:

• completed registration form

• nonrefundable fee

• nonreturnable deposit copy

Fair Use Exemptions and Citation Responsibility Copyright law balances between guaranteeing the creator appropriate recompense and the

public good. Materials are either in the public domain or under copyright. Anything published

by the government or before 1923 is normally in the public domain and may be freely used.

At this time, assume that anything else is covered by copyright—especially if it displays the

international copyright sign: ©.

Normally, students have no problem directly quoting reasonable amounts of material within

their narratives. The 1976 Copyright Act has even included exemptions for educational

purposes under the doctrine of fair use. The main test is one of substantiality. The amount

of material that may be freely quoted depends on the size and nature of its context. Feel

free to use a full page or even excerpts that total a chapter from a substantial book. Yet, an

entire poem or substantial excerpts from a short story may be too big and require

permission. Consult with librarians at [email protected] in the APUS Library for specific

guidance.

Similarly, media (images, video, audio, and datasets) should be utilized with the copyright

holder’s permission or, if not possible, judiciously and with evidence of obtaining the media

creator’s permission. Papers submitted without proper permissions will not be featured in

the APUS ePress Repository. Questions regarding copyright guidance can be sent to

[email protected].

More importantly, university policy mandates that students must be aware of the crucial

importance of attribution for direct quotations, paraphrases, or the source of ideas that are

used in their manuscripts. Graduate-level papers are intended to share within a discipline

and build on the work of its scholars. The general rule is, when in doubt, cite. Check the

appropriate style manual of your program for details.

substantial use of a copyrighted item. Permission also may be required as a courtesy for the

use of materials from certain private collections and museums without respect to copyright.

Any letter(s) of permission become part of the appendices in the submission (see Appendix

12 for a sample permission letter). Information about obtaining permission can be found

http://www.copyright.gov/help/faq/faq-fairuse.html#permission.

Chapter II: The Responsible Conduct of Research

Academic Dishonesty

Evidence of academic dishonesty found in a comprehensive exam or capstone paper,

project, practicum, or portfolio will result in a grade of an F for the exam or course. If

evidence of academic dishonesty is present, options for the student include:

For Comprehensive Exam Assessments

• Accepting the grade and not receiving the degree. A letter of academic completion

may be provided, but a degree will not be conferred.

• Appeal to retake the Comprehensive Exam.

For Capstone and Portfolio Assessments

• Accepting the grade and not receiving the degree. A letter of academic completion

may be provided, but a degree will not be conferred.

• Upon appeal approval by the Dean of Graduate Studies, the student may be allowed,

at their own expense, to retake the entire capstone course. However, the plagiarism

incident will still be recorded by the Registrar and the student will not be eligible for

honors at graduation regardless of GPA.

Any additional incidents of academic dishonesty on the EOP requirement will result in the

student being expelled.

For appeals to retake a comprehensive exam or capstone after a reported incident of

academic dishonesty, contact the Dean of Graduate Studies at [email protected].

Note: Any evidence of academic dishonesty found in work produced in a student’s end of

program comprehensive exam or capstone may prompt a review of all of the student’s work

at APUS. Evidence of repeated violations of academic integrity may result in disciplinary

actions.

Institutional Review Board APUS requires all research using human subjects undergo an IRB review, including capstone

projects or papers. More information on the IRB process can be found here:

http://www.apus.edu/community-scholars/institutional-review-board/.

Failure to Secure IRB approval APUS is committed to the Responsible Conduct of Research (RCR). All human subjects

research conducted under the aegis of APUS must undergo review by the APUS Institutional

Review Board (IRB). All such research must follow the guidelines outlined in the IRB Manual.

Failure to follow proper IRB protocols constitutes a violation of the RCR policy. Any breach of

the APUS RCR policy is a serious violation of professional standards and will result in

sanctions. Sanctions may vary depending upon the severity of the infraction, but may

include written warning, failure of the course, academic suspension, expulsion, termination

of research, and/or the destruction of research data. Actions taken by the IRB and the

University also will be subject to Federal reporting guidelines.

Chapter III: Master’s Comprehensive Examination

Note: Please check your academic plan to see if this option is available in your program.

The master's comprehensive examination provides an opportunity for students to

• demonstrate they have mastered the research skills and substantive content

expected in their field of study;

• demonstrate they have familiarity with major schools of thought and principal

published works in the field; and

• culminate their master’s degree experience as they complete their master's program

and either continue or begin work in their chosen profession.

Beginning the Comprehensive Exam The examination is tailored specifically to each graduate program and is intended to be the

last course master’s degree students take from APUS. Students must be 80% complete in

their program with a cumulative GPA of 3.000 in order to register for the final program

requirement. Students must successfully complete this requirement before the award of a

degree. Students must apply for graduation and have a minimum GPA of 3.0 in order to be

able to register for the course.

Comprehensive Exam Course The comprehensive examination course is a 0-credit course with a fee to cover exam

expenses. The course prepares graduate students for the comprehensive examination in

their area of study. The purpose of the course is to provide a review of key concepts,

theories, frameworks in the discipline, and skill sets. Some classes provide weekly

assignments and discussions, while others provide pointers regarding which materials to

review and how to prepare for the exam.

As part of the course, students may be asked to consult texts, journal articles, print and

media reports, and documentaries used in their classes. Collaboration with other students

enrolled in the course is also an essential component. Comprehensive exam courses require

students to complete course activities in order to become familiar with the types of

questions that may be asked during the exam. Regardless of which approach the course

takes, students are expected to participate fully in all course activities and must meet all

assigned deadlines.

Students who do not complete required course activities leading up to the exam will not be

allowed to take the exam. Students who fail the comprehensive exam and who have

submitted all course activities prior to the exam may be eligible to re-register for a second

attempt at passing the comprehensive exam. Any new registration requires the student re-

enroll in and pay for a new course. Those who do not submit all course activities may be

denied a second attempt at the exam or may be required to take the capstone course if

available.

Taking the Exam Instructors will provide students with the exam protocols at the beginning of the course.

These protocols will provide guidance for the exam (e.g., if the exam requires a proctor,

whether it will be open or closed book, etc.). If a proctor is required, the proctor must be

approved as indicated in the course. The exam must take place during the last week of the

course. However, to ensure confirmation of the test date and coordination of the proctor (if

one is required), the exam should be scheduled by the seventh week of an eight-week

course or the fifteenth week of a sixteen-week course.

Exams cannot be taken prior to the final week of the course. Faculty may not arrange with

the student to grade the exam prior to the official course end date. Students will not have

their degree conferred prior to the official end of their last course, including any extensions

given. The final grade will not be awarded until after the course ends.

The instructor will grade the exam using the appropriate rubric. Students must complete the

entire exam in order to receive a Pass or Passed with distinction. Students should review the

rubric prior to taking the exam. The exam format may vary by discipline but will be graded as

follows:

1. Passed with distinction: This grade is rare and is only given to a student whose level

of achievement is exceptional. With distinction (PWD) means the student’s

performance on the exam clearly demonstrate deep synthesis and analysis of the

issue beyond what is typically expected of graduate students and are written using

accepted academic writing conventions. The numeric indicator for this classification

may differ by schools, but a Passed with distinction should mean the answer is the

equivalent of an A+ or 96 percent or above.

2. Pass: The student’s performance must demonstrate effective analysis of the issues

being presented and must be written using accepted academic writing conventions. A

minimum of 80 percent overall is required to pass the exam.

3. Fail: This grade is assigned for essays that do not meet the requirements for

graduate-level work. This occurs when the student’s performance does not

demonstrate a clear understanding of the issues and/or have not been written using

accepted academic writing conventions. Students who score less than 80 percent or

B- will fail the exam.

Notes:

• Self-plagiarism. The student must be careful not to self-plagiarize in their exam.

Self-plagiarism is “the presentation of one’s own previously published work as new

scholarship.”1 Thus, using material from previous courses in your exam answers

equals self-plagiarism. Evidence of academic dishonesty found in a

comprehensive exam or capstone paper will result in a grade of an F for the

exam/course.

• A student who fails the examination the first time cannot receive a grade of

Passed with distinction on the second examination. The highest grade possible is

a Pass. The second examination is to be graded by a faculty member different

from the first round of testing and will include different exam questions.

• Each new attempt at a comprehensive exam or capstone requires the student

o If a student fails the comprehensive exam on the first attempt, and no

plagiarism is reported nor any evidence found that the student failed to

adhere to standard English academic writing protocols, the student will have

the option of registering again for a second attempt at the comprehensive

exam, or may opt to take the capstone course, if available, in lieu of their

second attempt at the comprehensive exam.

o If a student fails the comprehensive exam on the first attempt and is allowed

to retake the exam, rather than being required to take the capstone course,

the exam questions and/or instructor may be different, and the student must

pay for a second comprehensive exam course. The student is expected to fully

participate in all course activities in the new course.

o If the student fails the comprehensive exam on their first attempt because

they have not adhered to the conventions of standard English grammar

and/or formal academic writing, they may be required by the Dean of

Graduate Studies and the dean of the student’s school to complete the

Graduate Writing Modules prior to being allowed to register again for the

comprehensive exam course, or may opt to take the capstone course if

available, in lieu of a second attempt at the comprehensive exam. However,

the student may still be required to complete the Graduate Writing module

1 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American

Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.

prior to being allowed to take the capstone course. See also the graduate

resources in the APUS Library at Writing@APUS.

o If the student fails the exam because of plagiarism, the student must appeal

to retake the exam. All related expenses must be paid by the student.

o If a student has failed the comprehensive exam twice, the student may be

permitted, under special circumstances, to enroll in the capstone course for

their discipline, if available. Students who have failed the comprehensive

exam twice may appeal for this option by submitting a written appeal to the

Dean of Graduate Studies at [email protected]. A student will not

be given the opportunity to take a comprehensive exam a third time.

o The student has the right to appeal issues related to the comprehensive

examination in line with the standard APUS appeals process. To appeal issues

with regard to the comprehensive examination, contact

[email protected].

Proctoring

Comprehensive exams may be proctored pursuant to school and program requirements. The

comprehensive exam course will provide information on the proctoring requirement.

Proctors are individuals who ensure the integrity of the examination process by monitoring

student work during the exam and verifying that the student complied with exam

instructions regarding the use of outside materials, doing his/her own work, etc. If a proctor

is required, it is the student’s responsibility to locate and secure a proctor (unless the

instructor specifically states otherwise). Proctors must be approved by the instructor prior to

taking the exam and must meet the following qualifications:

Your proctor must hold either a minimum of a Bachelor’s degree OR one of the following

professional positions:

• Administrator or faculty member of any accredited institution of higher education

• School teacher, counselor, librarian, or administrator

• Local or regional librarian

• Human Resource manager, a training manager, supervisor, or manager of higher

rank

• For military personnel: a DANTES test control officer, an educational services officer,

a base librarian, or an officer

• Member of clergy

Please Note: Family members or others that may have a conflict of interest are not eligible

to proctor your exam. Examples of inappropriate proctors that constitute a conflict of interest

may include the following:

• Spouse, and their parents

• Sons and daughters, and their spouses

• Parents, and their spouses

• Brothers and sisters, and their spouses

• Grandparents and grandchildren, and their spouses

• Domestic partner and or their parents

• Close friends or associates

Prior to exam day, the faculty will email a password to your proctor. On the day of your exam,

your proctor will provide the password and monitor you as you take your exam online.

Students are responsible for costs incurred during the proctoring process, if any.

Chapter IV: Master's Capstone: Thesis Option

Note: Please check your academic plan to see if this option is available in your program.

The master's thesis provides an opportunity for students to

• Contextualize the thesis/research question by claiming its significance or centrality to

the discipline.

• Provide a persuasive rationale for pursuing the thesis by demonstrating a research

need or gap.

• Articulate how the paper will address the key question or issue and why the approach

is unique or novel.

• Synthesize relevant, appropriate scholarly literature to establish a theoretical

framework or central methodology.

• Create an argument that builds logically upon the thesis/hypothesis with research-

based, discipline-appropriate supporting facts, evidence, and/or data.

• Explain the chosen methodology or theory and demonstrate mastery in implementing

this method/theory to produce original research.

• Analyze data (whether textual, statistical, qualitative, or other) and demonstrate

maturity and sophistication in interpreting, analyzing, and synthesizing information to

advance the argument.

• Provide a conclusion that summarizes findings, discusses limitations, and addresses

unanswered questions/future research directions.

Beginning the Thesis Project The capstone thesis course is a 3-credit course that is typically 16 weeks long. The

capstone course is intended to be taken only after the completion of all coursework because

of its substantial workload. Students must be 80% complete in their program with a

cumulative GPA of 3.000 in order to register for the final program requirement. Students

must successfully complete this requirement before the award of a degree. A passing grade

for this course requires a B- (80%) or better on the thesis itself and in the thesis course

overall.

The master's capstone thesis option must have a substantial research component, present

an original argument, use proper academic writing conventions, including carefully

documented primary and/or secondary sources, and should be at least fifty pages in length.

This page count does NOT include the front and back matter (e.g., table of contents, lists of

figures, illustrations and tables, acknowledgment and dedication pages, abstract, end notes

pages, bibliography, appendices, etc.).

The thesis option is desirable for those students who wish to focus on specific subject

matter or who would like to continue their education at a higher level. Students enroll in the

course available in the given session and work with the professor on defining a thesis.

Programs often encourage or require students to gain approval for their thesis topic prior to

the capstone thesis course in order to begin preliminary research for the thesis. Students

are encouraged to reach out to program faculty or their Department Chair to discuss thesis

topics throughout the program.

During the thesis proposal process, the supervising professor may determine that the

proposal requires a human subject review by the APUS Institutional Review Board (IRB). If

IRB review is needed, the student will be advised by the professor to complete this process

during the initial weeks of the class. The IRB process can take up to one month to complete.

Note: All theses involving human subjects must receive IRB approval. More information

about the APUS IRB can be found at http://www.apus.edu/community-scholars/institutional-

review-board/.

Thesis Proposal A formal thesis proposal is required and shall be prepared in accordance with the standards

of the academic discipline. The formal proposal must provide a clear and lucid description of

a question or problem and a proposed method for answering it. Capstone thesis faculty

must approve the proposal before students move on to the next stage of the process.

The proposal should explain the question or problem to be investigated and convince the

thesis professor that the question or problem merits investigation. It should show that the

student has read the relevant and recent literature on the subject, and it should contain

citations for academically appropriate resources consulted during the preliminary stages of

research. In general, the thesis proposal should include background information related to

the research topic, purpose of the research, methodology, and analytic procedures to be

used.

Proposal drafting is considered a learning process and helps students avoid oversights and

possible mistakes. The length of the formal proposal varies by discipline and is often 5-10

pages in length (title page not included). For further guidance on the format of the proposal,

see the requirements within the classroom.

Students are expected to work with their professors and must follow all guidance provided in

the course, including submitting all required components of the research process. Students

should not expect to submit a final product at the end of the course without having

completed each stage of the research process as outlined. Professors are not required to

accept theses that have not undergone this review process.

Preparing the Thesis Thesis preparation entails a partnership between the student and professor. The student

and professor will coordinate the process for the student to submit and receive feedback on

drafts of thesis sections. The student is also encouraged to ask other APUS faculty and

professionals and leaders in their field of study to volunteer as thesis readers and provide

feedback on drafts of thesis sections where these faculty members and professionals may

have special expertise. For example, a student's graduate research methods instructor may

be asked for feedback on the thesis research design.

Notes:

• Self-plagiarism. The student must be careful not to self-plagiarize in their thesis. Self-

plagiarism is “the presentation of one’s own previously published work as new

scholarship.”2 Evidence of academic dishonesty found in a comprehensive exam or

capstone paper will result in a grade of an F for the exam/course.

• Document formatting shall be in strict accordance with the End of Program

Assessment Manual for Graduate Studies (EOP Manual) to ensure uniformity across

the university.

• The citation approach and manuscript formatting is established by the program or

school’s officially designated style manual; however, the following are required to

follow the formats shown in Appendices.

o Title page (required) 3

o University publication license /Copyright Page (required)

o Dedication page (optional)

o Acknowledgements page (optional)

o Abstract of the thesis (required)

• The Table of Contents, List of Tables, and List of Figures should be formatted

according to the program’s or school’s designated style manual with the following

exceptions (see Appendices for examples).

o Dot leaders (periods between words and pages) are required.

o Pages should be left justified.

o Double space between entries.

o Note: Hyperlinking to sections within the thesis can add ease to navigation.

2 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American

Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.

3 Papers using APA formatting should not include the running head on the title page.

• Style manuals are located in the APUS Library in the Writing@APUS website.

• The thesis must also follow appropriate APUS Library declarations (see

Chapter VII).

• Appropriate stylistic formatting and documentation are the student’s responsibility.

Student papers that do not follow the prescribed style rules will not be accepted and

may delay course grading as well as degree conferral.

Approval of Thesis Once a final thesis manuscript is approved by the thesis professor, it will be graded based

on the standards in the program’s grading rubric on a categorical scale of A through F. A

grade of an A+ (or 96 percent and above) is the equivalent of the comprehensive exam

designation of Passed with distinction (PWD). Thus, an A+ is only given to those papers that

demonstrate excellence in originality, research, argument, and expression. Any thesis that

receives this grade must be of such high quality that it is potentially publishable in a

discipline-appropriate scholarly academic journal. Any capstone project/paper awarded a

Passed with distinction must be reviewed and approved by the professor, second reader (if

applicable), Department Chair, school dean, and Graduate Studies before being included in

the APUS ePress Repository.

Submission of Final Thesis The last step in the thesis project is to submit the final manuscript to the University archive.

This is done by the Department Chair and NOT the student.

All thesis capstone papers are retained in an archive. The student is responsible for

ensuring that all spelling, grammar, citations, etc. are correct and appropriate. Instructor

feedback comments should not appear in the final version submitted to the archive. The

student’s paper will be checked using plagiarism detection software before submission. See

also the graduate writing resources in the APUS Library at Writing@APUS.

Exceptional works, those that received a grade of an A+, will be considered for publication in

the APUS ePress Repository as examples of capstone projects that meet the highest level of

distinction.

In order to have your paper considered for inclusion, the paper must:

• have received a grade of A+ (i.e., equivalent of a Passed with distinction);

• have been recommended and approved by the professor, the Department Chair, the

school dean, and Graduate Studies; and

• include the Institutional Review Board (IRB) authorization documentation, if

appropriate.

Unsuccessful Capstone Attempts

Students who have not successfully completed their capstone project during the period

allowed for the capstone course may be allowed a course extension to complete the

requirement. This will only be allowed if the student has made significant progress on the

thesis. Students who are permitted this opportunity will temporarily be issued an incomplete

for the course and be allowed a 30-day extension to meet the requirements as outlined by

the advisor.

If a student has failed the capstone, and it is determined to be caused by the student’s

inability to use proper academic writing conventions, the student may be required to

complete the Graduate Writing modules prior to enrolling in a final attempt at the capstone

course. See also the graduate resources in the APUS Library at Writing@APUS.

Note: Each new attempt at a comprehensive exam or capstone requires the student register

and pay for the new course.

The student has the right to appeal issues related to the capstone process in line with the

standard APUS appeals process by contacting [email protected].

Second Readers

Some programs require second readers for the thesis. The second reader will be chosen by

the Department Chair or school dean. The task of the second reader is to review the thesis

using the program-approved rubric. The second reader will independently grade the work.

Once the second reader has received the thesis, they have one week to review and respond

to the thesis advisor. If the second reader’s evaluation does not concur with that of the

thesis advisor, the paper will go to the appropriate Department Chair or school dean to issue

a decision about the final grade.

Chapter V: Master's Capstone: Creative/Applied Project

Note: Please check your academic plan to see if this option is available in your program.

The master's creative/applied project provides an opportunity for students to

• Create a discrete project, paper, exhibit, performance or other appropriate task

reflecting integration of knowledge acquired in academic and professional activities.

• Identify an appropriate problem, issue, or question within the practice or application

of the discipline.

• Analyze current tools available to solve the problem or improve professional practice,

comparing and contrasting to identify benefits and issues.

• Justify the tool or process selected to address the problem, with support from the

academic and professional literature.

• Contextualize and apply the chosen tool or process within professional practice.

• Analyze the effectiveness and efficiency of the chosen tool or technique, and discuss

other possible ways the problem could have been solved.

• Evaluate how this method of solving the problem will benefit others.

Beginning the Creative/Applied Project The capstone course is often a 16-week course and is intended to be taken only after the

completion of all coursework because of its substantial workload. Students must be 80%

complete in their program with a cumulative GPA of 3.000 in order to register for the final

program requirement. Students must successfully complete this requirement before the

award of a degree. A passing grade for this course requires a B- (80%) or better on the

capstone project itself and in the course overall.

Creative/Applied Project Proposal A formal creative/applied project proposal is required and shall be prepared in accordance

with the standards of the academic discipline. The formal proposal must provide a clear and

lucid description of a creative/applied project and must include a discussion of how that

project is situated within the discipline. The proposal should explain the goal and intent of

the project and convince the professor that the project fits within the discipline, can be

completed in the allotted time, and comports with discipline standards. Please see the

specific guidelines provided in your capstone course.

Proposal drafting is considered a learning process and helps the student avoid oversights

and possible mistakes. It should show that the student has read the relevant and recent

literature on the subject, and it should contain a list of materials consulted during the

preliminary stages of research.

In general, the creative/applied project proposal should include background information

related to the project topic, the purpose of the project, and investigatory procedures to be

used. The formal proposal varies by the discipline and is often 5-10 pages (title page not

included). For further guidance on the format of the proposal, see requirements within the

classroom. Professors are not required to accept work unless it has undergone this review

process.

During project proposal process, the supervising professor may determine that the proposal

requires a human subject review by the APUS Institutional Review Board (IRB). If IRB review

is needed, the student will be advised by the professor to complete this process during the

initial weeks of the class. The IRB process can take up to one month to complete. Note: All

capstones involving human subjects research must receive IRB approval. More information

about the APUS IRB can be found at http://www.apus.edu/community-scholars/institutional-

review-board/.

Completing the Creative/Applied Project Creative/applied project preparation entails a partnership between the student and the

professor who is responsible for directing the intellectual content and activities of the

project. The student and professor will coordinate the process for the student to submit and

receive feedback on project activities. The student also is encouraged to ask other APUS

faculty and professionals and leaders in their field of study to volunteer to observe and

provide feedback on project activities where these faculty members and professionals may

have special expertise.

Notes:

• Self-plagiarism. The student must be careful not to self-plagiarize in their project.

Self-plagiarism is “the presentation of one’s own previously published work as new

scholarship.”4 Evidence of academic dishonesty found in a comprehensive exam or

capstone paper will result in a grade of an F for the exam/course.

• Creative/applied project length and depth shall be in accordance with disciplinary

standards and should demonstrate high-level synthesis and evaluation of program

content.

• Formatting shall be in strict accordance with the End of Program Assessment Manual

for Graduate Studies (EOP Manual) to ensure uniformity across the university.

4 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American

Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.

• The citation approach and manuscript formatting is established by the program or

school’s officially designated style manual; however, the following are required to

follow the formats shown in the Appendices.

o Title page (required) 5

o University publication license /Copyright Page (required)

o Dedication page (optional)

o Acknowledgements page (optional)

o Abstract of the capstone (required)

• The Table of Contents, List of Tables, and List of Figures should be formatted

according to the program’s or school’s designated style manual with the following

exceptions (see Appendices for examples).

o Dot leaders (periods between words and pages) are required.

o Pages should be left justified.

o Double space between entries.

o Note: Hyperlinking to sections within the project can add ease to navigation.

• Style manuals are located in the APUS Library in the Writing@APUS website.

• The project must also follow appropriate APUS Library declarations (see Chapter VII).

• Appropriate stylistic formatting and documentation are the student’s responsibility.

Student papers that do not follow the prescribed style rules will not be accepted or

graded, which may delay degree conferral.

Approval of Creative/Applied Project Once a final project manuscript is approved by the capstone professor, the creative/applied

project will be graded based on the standards in the creative/applied project rubric on a

categorical scale of grades A+ through F. A grade of an A+ (or 96 percent) is the equivalent

of the comprehensive exam designation of Passed with distinction (PWD). Thus, an A+ is

only given to those works that demonstrate excellence in originality, research, argument,

and/or expression. The creative/applied project that receives this grade must be of such

high quality that it is potentially publishable in a discipline-appropriate academic or

professional journal. All PWD papers must be reviewed and approved by the professor,

second reader (if applicable), Department Chair, school dean, and the Dean of Graduate

Studies. A passing grade for this course requires a B (80%) or better on the capstone project

itself as well as in the capstone course.

5 Papers using APA formatting should not include the running head on the title page.

Submission of Creative/Applied Project Report The last step in the project is to submit the final manuscript to the University archive. This is

done by the Department Chair and NOT the student.

All capstone papers are retained in the archive. The student is responsible for ensuring that

all spelling, grammar, citations, etc. are correct and appropriate. Instructor feedback

comments should not appear in the final version submitted to the archive. The student’s

paper will be checked using a plagiarism detection tool before submission. See also the

graduate writing resources in the APUS Library at Writing@APUS.

Exceptional works, those that received a grade of an A+, will be considered for publication in

the APUS ePress Repository as examples of capstone projects that meet the highest level of

distinction.

In order to have your project considered for inclusion, the project must:

• have received a grade of A+ (i.e., equivalent of a Passed with distinction);

• have been recommended and approved by the instructor, the Department Chair, the

school dean, and the Office of Graduate Studies; and

• include the Institutional Review Board (IRB) authorization documentation, if

appropriate.

Unsuccessful Capstone Attempts Students who have not successfully completed their capstone project during the period

allowed for the capstone course may be allowed a course extension to complete the

requirement. However, students must have made significant progress on their capstone

paper in order for the extension to be granted. Students who are permitted this opportunity

will temporarily be issued an incomplete for the course and be allowed a 30-day extension

to meet the requirements as outlined by the advisor.

If a student has failed the capstone, and it is determined to be caused by the student’s

inability to use proper academic writing conventions, the student may be required to

complete the Graduate Writing modules prior to enrolling in a final attempt at the capstone

course. See also the graduate writing resources in the APUS Library at Writing@APUS.

Note: Each new attempt at a comprehensive exam or capstone requires the student register

and pay for the new course.

The student has the right to appeal issues related to the comprehensive examination in line

with the standard APUS appeals process by contacting [email protected].

Second Readers

Some programs require second readers for the capstone. The second reader will be chosen

by the Department Chair or school dean. The task of the second reader is to review the

capstone using the program-approved rubric. The second reader will independently grade

the work. Once the second reader has received the capstone, they have one week to review

and respond to the capstone advisor. If the second reader’s evaluation does not concur with

the capstone advisor, the paper will go to the appropriate Department Chair or school dean

to issue a decision about the final grade.

Chapter VI: Master's Capstone: Practicum and Critical Reflection Paper

Note: Please check your academic plan to see if this option is available in your program.

The master's practicum and critical reflection paper provide an opportunity for students to

• obtain professional experience in a focused area or discipline;

• critically reflect on work experience in light of theory learned in class;

• demonstrate mastery of the skills required of professionals in their discipline; and

• culminate their master’s degree experience as they complete their master's program

and either continue or begin working in their chosen profession.

Beginning the Practicum and Critical Reflection Paper The capstone course is intended to be taken only after the completion of all coursework

because of its substantial workload. Students must be 80% complete in their program with a

cumulative GPA of 3.000 in order to register for the final program requirement. Students

must successfully complete this requirement before the award of a degree. A passing grade

for this course requires a B- (80%) or better on the capstone paper itself as well as in the

capstone course.

Practicum Proposal A formal practicum proposal is required and shall be prepared in accordance with the

standards of the academic discipline. Programs may designate the number of hours

required for the practicum based on accreditation standards and the program’s

requirements. The formal proposal must provide a clear and lucid description of the

practicum including the location or organization in which the practicum will be completed, a

description of the required hours of work required to complete the practicum, the schedule

and objectives for the work to be completed, and the name and title of the supervising staff

member at the organization. In addition, the students will need to describe how completing

this practicum is consistent with their course of study and articulate the objectives they

hope to achieve through the completion of this practicum. Some programs with specialty

accreditation have unique requirements because of their accreditor. Be sure to read

communications from your program to prepare for your practicum.

The proposal should explain the objectives to be learned and convince the practicum

professor that the proposed practicum merits application and integration of learning for the

student and specified degree. It should show that the student has read the relevant and

recent literature related to the practicum selection, and it should contain a list of materials

consulted during the preliminary stages as part of the rationale for doing the practicum in

the identified organization.

In general, the practicum proposal should include background information related to the

learning objectives, identification, selection, and background of the organization and work to

be completed, purpose of the practicum, and critical reflection process procedures to be

used during it. The formal proposal varies by discipline. Proposal drafting is considered a

learning process and helps the students avoid oversights and possible mistakes. For further

guidance on the format of the proposal see requirements within the classroom.

Completing the Practicum Practicum preparation entails a partnership between the student, an outside organization,

and a supervising professor who is responsible for directing the intellectual content and

activities of the practicum. The number of onsite hours that are required depends on the

program and any specialty accreditation standards that must be followed. The practicum

may not be completed in the student’s current reporting structure at work, and it is preferred

that it be completed at an organization other than the student’s current place of

employment.

Selecting an appropriate mentor in the workplace who will support the learning of the

student in this process is critical to the successful completion of the practicum. The

professor will provide guidelines for selecting a mentor and the mentor’s role in the

practicum.

Students are required to keep a log or journal during the practicum and to write a critical

reflection paper on this experience. The integration paper emphasizes the importance of

experiential learning and applying your course content through your practicum project(s).

Please see the specific guidelines in your practicum course.

Completion of the reflection paper and formatting shall be directed by the professor. The

student and professor shall coordinate the process for the student to submit and receive

feedback on practicum activities and the critical reflection paper.

The student also is required to obtain the mentor (see above) who will provide feedback on

practicum activities. Outside faculty and other professionals’ opinions and feedback also

may be sought, especially where faculty members and professionals have special expertise.

Before consulting outside sources, be sure to consult your course instructor.

Notes:

• Self-plagiarism. The student must be careful not to self-plagiarize in their paper. Self-

plagiarism is “the presentation of one’s own previously published work as new

scholarship.”6 Evidence of academic dishonesty found in a comprehensive exam or

capstone paper will result in a grade of an F for the exam/course.

• The paper’s length and depth shall be in accordance with disciplinary standards;

please see specific guidelines in your program.

• Formatting shall be in strict accordance with the End of Program Assessment Manual

for Graduate Studies to ensure uniformity across the university.

• The citation approach and manuscript formatting is established by the program or

school’s officially designated style manual; however, the following are required to

follow the formats shown in the Appendices.

o Title page (required) 7

o University publication license /Copyright Page (required)

o Dedication page (optional)

o Acknowledgements page (optional)

o Abstract of the thesis (required)

• The Table of Contents, List of Tables, and List of Figures should be formatted

according to the program’s or school’s designated style manual with the following

exceptions (see Appendices for examples).

o Dot leaders (periods between words and pages) are required.

o Pages should be left justified.

o Double space between entries.

o Note: Hyperlinking to sections within the thesis can add ease to navigation.

• Style manuals are located in the APUS Library in the Writing@APUS website.

• The capstone must also follow appropriate APUS Library declarations (see

Chapter VII).

• Appropriate stylistic formatting and documentation are the student’s responsibility.

Student papers that do not follow the prescribed style rules will not be accepted.

6 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American

Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.

7 Papers using APA formatting should not include the running head on the title page.

Approval of the Practicum and Critical Reflection Paper Once a final critical reflection paper is approved by the professor, final grading for the

practicums and the critical reflection paper will be based on the standards in the APUS

practicum and critical reflection rubric on a categorical scale of A+ through F. A grade of an

A+ is the equivalent of the comprehensive exam designation of Passed with distinction

(PWD). Thus, a grade of an A+ is only given to those projects that demonstrate excellence

and are of the highest quality. The project that receives this grade must be of such high

quality that it is potentially publishable in a discipline-appropriate scholarly academic or

professional journal.

Submission of Critical Reflection Paper The final step in the project is to submit the final manuscript to the University archive, which

is done by the Department Chair and NOT the student.

All capstone papers are retained in the archive. All spelling, grammar, citations, etc. must be

correct and appropriate. Instructor feedback comments should not appear in the final

version submitted to the archive. The student’s paper must be checked by the plagiarism

detection tool before submission.

Exceptional works, those that received a grade of an A+, will be considered for publication in

the APUS ePress Repository as examples of capstone projects that meet the highest level of

distinction.

Critical reflection papers, while eligible for the grade of Passed with distinction may not be

eligible to be placed in the APUS ePress Repository due to the personalized information that

may be contained within the papers. The final decision for placement in the APUS ePress

Repository will be made by the Department Chair, school dean, and Office of Graduate

Studies.

In order to have your paper considered for inclusion, the paper must:

• have received a grade of A+ (i.e., equivalent of a Passed with distinction);

• have been recommended and approved by the instructor, the Department Chair the

school dean and the Office of Graduate Studies; and

• include the Institutional Review Board (IRB) authorization documentation, if

appropriate.

Unsuccessful Capstone Attempts Students who have not successfully completed their capstone project during the period

allowed for the capstone course may be allowed a course extension to complete the

requirement. However, significant progress must have been made on the capstone paper in

order for the extension to be granted. Students who are permitted this opportunity will

temporarily be issued an incomplete for the course and be allowed a 30-day extension to

meet the requirements as outlined by the advisor.

If a student has failed the capstone, and it is determined to be caused by the student’s

inability to use proper academic writing conventions, the student may be required to

complete the Graduate Writing modules prior to enrolling in a final attempt at the capstone

course. See also the graduate resources in the APUS Library at Writing@APUS.

Note: Each new attempt at a comprehensive exam or capstone requires the student register

and pay for the new course.

The student has the right to appeal issues related to the comprehensive examination or

capstone in line with the standard APUS appeals process by contacting

[email protected].

Second Readers Some programs require second readers for the capstone. The second reader will be chosen

by the Department Chair or school dean. The task of the second reader is to review the

capstone using the program-approved rubric. The second reader will independently grade

the work. Once the second reader has received the capstone, they have one week to review

and respond to the capstone advisor. If the second reader’s evaluation does not concur with

the capstone advisor, the paper will go to the appropriate Department Chair or school dean

to issue a decision about the final grade.

In the event of a failing grade, the rubric must be provided to the Department Chair who will

appoint a second reader to review the work.

Chapter VII: Master's Capstone: Portfolio and Critical Reflection Paper Option

Note: Please check your academic plan to see if this option is available in your program.

The master's portfolio option provides an opportunity for students to

• demonstrate a mastery of the area or discipline of their study;

• critically reflect on the learning that has occurred during their study;

• apply theory learned in class to real world situations and scenarios;

• demonstrate mastery of the skills required of professionals in their discipline; and

• culminate their graduate student experience as they complete their master's program

and either continue or begin working in their chosen profession.

Beginning the Portfolio Option The capstone course is intended to be taken only after the completion of all coursework.

Students must be 80% complete in their program with a cumulative GPA of 3.000 in order to

requirement before the award of a degree. A passing grade for this course requires a B-

(80%) or better on the capstone paper as well as the capstone course itself.

Portfolio and Critical Reflection Paper Each program specifies the artifacts that make up the portfolio. Students are expected to

retain these artifacts as they progress through their program and may be asked to submit

these artifacts into a portfolio portal throughout the program. The portfolio contains a

substantive analysis that contextualizes each artifact, articulates how the artifact

demonstrates mastery of the learning outcome, and evaluates the student’s intellectual

growth through the program.

Students are encouraged to keep a log or journal and to retain all forums and assignments

submitted during their course of study at APUS. This will help the student when they have to

write a critical reflection paper on their learning experience.

The final capstone course provides the opportunity for students to demonstrate through

their critical reflection paper that they have met the program learning outcomes and to

showcase skills for future employers. This process will entail critique of the various artifacts

as well as application of critical discipline theory. The capstone course may also ask

students to revise, update, or modify previously-submitted artifacts to show intellectual

growth throughout the program. The critical reflection paper should also show that the

student can apply relevant and recent literature to the artifacts and program objectives, and

it should contain a bibliography of sources consulted.

Completing the Capstone Portfolio preparation entails a partnership between the student and the supervising

professor who is responsible for directing the intellectual content and activities of the

portfolio.

Completion of the reflection paper and formatting shall be directed by the professor. The

student and professor shall coordinate the process for the student to submit and receive

feedback on practicum activities and the critical reflection paper.

Notes:

• Self-plagiarism. The student must be careful not to self-plagiarize in their paper. Self-

plagiarism is “the presentation of one’s own previously published work as new

scholarship.”8 Evidence of academic dishonesty found in a comprehensive exam or

capstone paper will result in a grade of an F for the exam/course.

• The paper’s length and depth shall be in accordance with disciplinary standards.

• Formatting shall be in strict accordance with the End of Program Assessment Manual

for Graduate Studies to ensure uniformity across the university.

• The citation approach and manuscript formatting is established by the program or

school’s officially designated style manual; however, the following are required to

follow the formats shown in the Appendices.

o Title page (required) 9

o University publication license /Copyright Page (required)

o Dedication page (optional)

o Acknowledgements page (optional)

o Abstract of the thesis (required)

• The Table of Contents, List of Tables, and List of Figures should be formatted

according to the program’s or school’s designated style manual with the following

exceptions (see the Appendices for examples).

o Dot leaders (periods between words and pages) are required.

o Pages should be left justified.

o Double space between entries.

• Note: Hyperlinking to sections within the paper can add ease to navigation.

8 Publication Manual of the American Psychological Association. 2010. 6th ed. Washington, DC: American

Psychological Association, pg. 16. Section 1.10 Plagiarism and Self-Plagiarism elaborates on the matter.

9 Papers using APA formatting should not include the running head on the title page.

• Style manuals are located in the APUS Library in the Writing@APUS website.

• The paper must also follow appropriate APUS Library declarations (see

Chapter VII).

• Appropriate stylistic formatting and documentation are the student’s responsibility.

Student papers that do not follow the prescribed style rules will not be accepted.

Approval of the Portfolio and Critical Reflection Paper Once a final critical reflection paper is approved by the professor, final grading for the

portfolio and the critical reflection paper will be based on the standards in the APUS portfolio

and critical reflection rubric on a categorical scale of A+ through F. A grade of an A+ is the

equivalent of the comprehensive exam designation of Passed with distinction (PWD). Thus, a

grade of an A+ is only given to those projects that demonstrate excellence and are of the

highest quality. The project that receives this grade must be of high quality. Because of the

potential sensitive personal information contained in the critical reflection paper for the

portfolio, PWD papers may not be eligible for inclusion in the APUS ePress Repository

Submission of Critical Reflection Paper The final step in the project is to submit the final manuscript to the University archive, which

is done by the Department Chair and NOT the student.

All capstone papers are retained in the archive. The student is responsible for ensuring that

all spelling, grammar, citations, etc. are correct and appropriate. Instructor feedback

comments should not appear in the final version submitted to the archive. The student’s

paper will be checked using a plagiarism detection tool before submission. See also the

graduate resources in the APUS Library at Writing@APUS.

Exceptional works, those that received a grade of an A+, will be considered for publication in

the APUS ePress Repository as examples of capstone projects that meet the highest level of

distinction.

Critical reflection papers, while eligible for the grade of Passed with distinction, may not be

eligible to be placed in the APUS ePress Repository due to the personalized information that

may be contained within the papers. The final decision for placement in the APUS ePress

Repository will be made by the Department Chair, school dean and the Office of Graduate

Studies.

In order to have your paper considered for inclusion, the paper must:

• have received a grade of A+ (i.e., equivalent of a Passed with distinction);

• have been recommended and approved by the instructor, the Department Chair, the

school dean, and the Office of Graduate Studies; and

• include the Institutional Review Board (IRB) authorization documentation, if

appropriate.

Unsuccessful Capstone Attempts Students who have not successfully completed their capstone project during the period

allowed for the capstone course may be allowed a course extension to complete the

requirement. However, the student must have made significant progress on the paper in

order to be granted the extension. Students who are permitted this opportunity will

temporarily be issued an incomplete for the course and be allowed a 30-day extension to

meet the requirements as outlined by the advisor.

If a student has failed the capstone, and it is determined to be caused by the student’s

inability to use proper academic writing conventions, the student may be required to

complete the Graduate Writing modules prior to enrolling in a final attempt at the capstone

course. See also the graduate resources in the APUS Library at Writing@APUS.

Note: Each new attempt at a comprehensive exam or capstone requires the student register

and pay for the new course.

The student has the right to appeal issues related to the capstone in line with the standard

APUS appeals process by contacting [email protected].

Second Readers Some programs require second readers for the capstone. The second reader will be chosen

by the Department Chair or school dean. The task of the second reader is to review the

capstone using the program-approved rubric. The second reader will independently grade

the work. Once the second reader has received the capstone, they have one week to review

and respond to the capstone advisor. If the second reader’s evaluation does not concur with

the capstone advisor, the paper will go to the appropriate Department Chair or school dean

to issue a decision about the final grade.

In the event of a failing grade, the rubric must be provided to the Department Chair who will

appoint a second reader to review the work.

Chapter VIII: Department Chair Role in the End of Program Assessment

Student success in their end of program requirement is dependent not only on their own

actions, but also on the faculty and Department Chairs who teach and design the

assessment. This chapter outlines the end of program expectations for Department Chairs.

Comprehensive Exam

All Department Chairs will

• ensure all comprehensive exam courses have appropriate grading rubrics;

• ensure all faculty teaching courses are appropriately trained and follow the EOP

Manual;

• ensure the permalink for the End of Program Assessment Manual for Graduate

Studies is in the classroom and accessible to students;

• vet all questions and processes and ensure all course expectations and

requirements are consistent;

• monitor and track all failures and secure readers to provide second reviews in the

case of failed grades;

• ensure that all faculty are submitting the report to the Registrar regarding the reason

for any failing grades; and

• regularly change both exam and practice questions.

Capstones (this includes all varieties: thesis, practicum, creative/applied

project and portfolio)

All Department Chairs will

• ensure all students in their program know what the expectations are for the end of

program assessment;

• ensure that courses, particularly core courses, have assessments that prepare

students for their end of program assessment;

• ensure all capstone courses have appropriate grading rubrics;

• ensure all thesis courses are set up properly and include a requirement for a

capstone proposal;

• ensure the permalink for the End of Program Assessment Manual for Graduate

Studies is in the classroom and accessible to students (recommend including manual

in first courses so student know what expectations are);

• ensure all faculty who teach the capstone courses are appropriately trained and

qualified to do so, including CITI certification;

• vet all capstone requirements and ensure course expectations and requirements are

consistent across courses;

• monitor and track all failures and ensure faculty are reporting the reason for failing

grades;

• select second readers, if appropriate; and

• issue final approval for all capstones, secure school dean’s signature, and submit

work to the University archive.

Second Readers: Some programs require second readers for the thesis or capstone. The

second reader will be chosen by the Department Chair or school dean. The task of the

second reader is to review the capstone assessment using the program-approved rubric.

The second reader will independently grade the work. Once the second reader has received

the capstone assessment, they have one week to review and respond to the faculty advisor.

If the second reader’s evaluation does not concur with that of the faculty advisor, the paper

will go to the appropriate Department Chair or school dean to issue a decision about the

final grade.

Chapter IX: Faculty Role in the End of Program Assessment

Student success in their end of program requirement is dependent not only on their own

actions, but also on the faculty and Department Chairs who teach and design the

assessment. This chapter outlines the end of program expectations for faculty.

Comprehensive Exam

Faculty in the comprehensive exam courses will

• ensure students and classrooms have the necessary course resources;

• provide students with the exam protocols;

• provide students with the exam rubric;

• provide students with extensive in-text feedback on their work as a way to assist in

their preparation (feedback is also designed to help students understand what is

considered a passing answer to exam questions);

• ensure students complete all activities leading up to the exam;

• submit all exam questions to a plagiarism detection tool;

• let the Department Chairs know about any issues you find with the course/exam;

• approve the proctor or ensure access to the proctoring provider (if applicable); and

• grade the exam using the program-approved rubric.

o When submitting a failing grade, the faculty member must also use the

provided drop down to notify the Registrar’s office of the main reason for the

failing grade, so that those involved may quickly know which retake options

should be made available to the student;

o The professor should also indicate, using drop down, if the student completed

the practice questions during the comprehensive exam course;

o The faculty member in coordination with the Department Chair will identify a

second reader for the exam; and

o Ensure the student does not take the exam prior to the last week of the

course.

Capstones (this includes all varieties: thesis, practicum, creative/applied

project and portfolio)

Faculty in the capstone courses will

• ensure students and classrooms have the necessary course resources;

• ensure the academic quality and integrity of the capstone final product;

• direct the intellectual content and proper formatting of the capstone final product;

• provide students with a detailed process to submit and receive feedback on drafts of

document sections;

• provide guidance on submitting the IRB application for any projects involving human

subjects research and monitor student work for any mention of human subjects

• approve the proposal before students move on to the next stage of the process;

• provide students with extensive in-text feedback on drafts;

• submit paper to plagiarism detection tool;

• send the manuscript and a copy of the capstone and the rubric evaluation to the

Department Chair who will then forward to a second reader, if required;

• issue a final thesis/project grade using the program-approved rubric;

• in the event of the student fails the capstone thesis/project, when submitting the

final grade, indicate the reason for that grade;

o When submitting a failing grade, the faculty member must also use the

provided drop down to notify the Registrar’s office of the main reason for the

failing grade, so that those involved may quickly know which retake options

should be made available to the student.

• work with students who require an extension to ensure completion within the allotted

timeframe—students on extension should provide a detailed timeline for completing

the required work and must be kept to that timeline; and

• submit the completed document to the Department Chair to be signed by them and

the school dean before being forwarded on to the University archive. Submitted along

with this are the following documents:

1. Completed Submission/Approval form;

2. IRB documentation (if applicable; approval letter)

Second Readers: Some programs require second readers for the capstone assessment. The

second reader will be chosen by the Department Chair or school dean. The task of the

second reader is to review the assessment using the program-approved rubric. The second

reader will independently grade the work. Once the second reader has received the

assessment, they have one week to review and respond to the faculty advisor. If the second

reader’s evaluation does not concur with that of the faculty advisor, the paper will go to the

appropriate Department Chair or school dean to issue a decision about the final grade.

Chapter X: University Declarations and Archiving

This section of the manual addresses those factors, along with assistance, for the use of

Microsoft Word, the university’s designated word processing software.

The APUS Library is acting in its capacity as publisher of record and regulator for scholarly

publication along with the maintenance of current Web standards. In addition to the

faculty’s responsibility for subject area competence, the APUS Library retains approval rights

for featuring capstone writing projects. Only projects that have met the standard of Passed

with distinction and have been approved are eligible for inclusion in the University’s online

publication database, the APUS ePress Repository.

All successful capstone projects must be submitted to the University archive following the

guidance in this chapter.

In keeping with scholarly standards, the university demands that all textual materials be

warranted and constructed in good order, which implies writing in standard English,

checking spelling and grammar, and conforming with stylistic rules from the student’s

academic or professional program and its designated style manual (APA, Bluebook,

Chicago/Turabian, or MLA). Style manuals are located in the APUS Library in the

Writing@APUS website.

Because APUS is an online university, student work products also must be designed with

Web publication in mind. Graduate students are expected to demonstrate word-processing

skills. The resulting paper must align with Internet delivery and search engine discovery, as

well as with the World Wide Web Consortium (W3C) criteria for a semantic network and

disabled student access under Section 508.

Note: The APUS Library is committed to open access, ADA accessibility methods, and

long-term maintenance of all accepted submissions. While the library encourages the

use of images, diagrams, media files, and datasets, it does not engage in long-term

formal normalization and preservation methods for images, datasets, or media files.

1. Declarations

The author must agree to and include the following statements at the bottom of the

manuscript’s copyright page:

• University Publication License: The applicant must grant the university a nonexclusive

license to publish the submission on its website and/or in the APUS Library. Use the

following language:

The author hereby grants the American Public University System the right to display

these contents for educational purposes.

• Copyright Warrant: The applicant assumes responsibility for meeting the

requirements set by United States copyright law (http://www.copyright.gov/eco/).

Use the following language:

The author assumes total responsibility for meeting the requirements set by United

States copyright law for the inclusion of any materials that are not the author’s

creation or in the public domain.

See the Appendix for the required, correct page format for both statements.

2. Textual Components

Academic Style Manual Conformity The citation approach and manuscript formatting is established by the program or school’s

officially designated style manual; however, the following are required to follow the formats

shown in the Appendixes.

• Title page (required)10

• Copyright Page (required)

• Dedication page (optional)

• Acknowledgements page (optional)

• Abstract (required)

The Table of Contents, List of Tables, and List of Figures should be formatted according to

the program’s or school’s designated style manual with the following exceptions (see the

Appendices for examples).

• Dot leaders (periods between words and pages) are required

• Pages should be left justified.

• Double space between entries.

10 Papers using APA formatting should not include the running head on the title page.

• Note: Hyperlinking to sections within the thesis can add ease to navigation.

Check the Styles Guides at the Writing@APUS website for help where the style manual is

ambiguous or clashes with Web publication methods. You may also consult with a librarian:

[email protected].

• APA style guidance is available at the Writing@APUS-APA resource in

Writing@APUS. Should you wish to purchase a copy of The APA guide, a.k.a. the

Publication Manual of the American Psychological Association, please visit the

bookseller of your choice or visit the APAStyle website at https://apastyle.apa.org/

for purchase options.

• The complete, official Chicago Manual of Style Online and The Bluebook Online are

provided by the APUS Library to APUS students, faculty, and staff.

• MLA style guidance is available at the Writing@APUS-MLA resource in

Writing@APUS. Should you wish to purchase a copy of The MLA guide, a.k.a. the MLA

Handbook, please visit the bookseller of your choice or visit the MLA website at

https://www.mla.org/Publications/Bookstore/Nonseries/MLA-Handbook-Eighth-Edition for

purchase options.

• Turabian style guidance is available at the Writing@APUS-Turabian resource in

Writing@APUS. Should you wish to purchase a copy of The Turabian guide, a.k.a. A

Manual for Writers of Research Papers, Theses, and Dissertations), please visit the

bookseller of your choice or https://www.chicagomanualofstyle.org/turabian.html for

purchase options.

3. Images and Tables All images and tables must be numbered and clearly labeled according to style manual

dictates. In addition to clarity and publication demands, this requirement helps to address

the World Wide Web Consortium’s (W3C) demands for universal access and parallel federal

requirements under Section 508 to ensure access for those with disabilities.

Image Insert/Formats

Images are normally placed within the text using the Picture command, which is found under

the Insert tab on the main toolbar. (When placed on a webpage, such materials are normally

enhanced with a description using the alt tag.) Please use common sense to describe

images (i.e., fire rescue, maps, Philadelphia). If in doubt, consult a librarian at

[email protected] for specifics and added background.

Acceptable digital formats include:

• .gif, especially appropriate for line drawings and graphs;

• .jpg/.jpeg, the overall default format and the dominant style for mounting pictures on

the Web;

• .png, Microsoft’s image format that works with most Web browsers; and

• .tif/.tiff, the archival standard for preservation purposes that also produces extremely

large files.

4. Video or Audio Those seeking to submit digital audio or video files may utilize MP3 (audio) or MP4 (video)

formats. File-size considerations should be kept in mind, and if the file is prohibitively large,

a version without video inserts should be provided with the video and audio files provided as

external files and references. These areas contain rapidly changing archival standards and

normally require specialized formatting with Codecs (compression schemes) for

presentation on the Web. In general, the applicant should expect to

• include identifying metadata within the file(s); and

• include a textual equivalent (transcript) to meet universal access/Section 504

compliance.

5. URLs/Web Addresses When noting a URL or Web address, the default format should be that of the style manual of

your program. Note: Word will automatically embed the codes to link directly to the

resources. Citations to permanent or persistent links are preferred (i.e., DOI: Digital Object

Identifier). Do not use link-abbreviating tools (i.e., TinyURL, etc.).

6. Submission to the Archive

The final step in the project is to submit the final manuscript to the University archive, which

is done by the Department Chair and NOT the student. Without exception, all passing

graduate capstone papers must be submitted to the digital archive.

Papers submitted to the archive by the student will not be accepted. The student should

contact their capstone advisor concerning submission on their behalf. The Department Chair

or school dean is to submit the capstone documents.

7. Passed with Distinction (a.k.a. PWD)

The student’s capstone professor and Department Chair are responsible for determining if

the capstone project meets the criteria for Passed with distinction and is therefore eligible

for consideration to be published in the APUS ePress Repository. Only projects that have met

the standard of Passed with distinction and have been approved by the Dean of Graduate

Studies are eligible for inclusion.

Papers accepted for publication will be posted publicly in the APUS ePress Repository with

an active link to a PDF version of the paper.

A Spectacular Capstone Title Goes Here

A master’s thesis

Submitted to the Faculty

American Public University System

Richard James Smith

In Partial Fulfillment of the

Requirements for the Degree of

Master of Arts in Psychology

December 2020

Capstone Professor:

Dr. Joseph Smart

Top margin: 1

inch

Do not capitalize

“by” or “of”

Right margin:

1 inch

Double space.

Center your text

vertically by using

the Page Setup,

Layout dialog and

select Vertical

Alignment: Center.

Left margin:

1 inch

Month and year of

final submission

Bottom margin: 1

inch

NOTE:

Use these formatting

instructions for the

title page, abstract,

and other front

matter. Use the

disciplinary style

guide for your

program for the body

of the document.

Use your official

name as it

appears in APUS

records.

Use the correct degree name from

your academic plan

If your capstone has a formal

second reader, required by the

program, add the second reader

below the capstone professor as

Second Reader: Dr. Jane Scholar

No page number

on the Title

Page. Insert a

section break

before the next

page.

Use the appropriate descriptor, such

as master’s capstone project or

master’s thesis

Appendix 2: Sample of Copyright Page

The author hereby grants the American Public University System the right to display these

contents for educational purposes.

The author assumes total responsibility for meeting the requirements set by United States

public domain.

• NOTES:

Text should begin just after halfway down the page.

This sample includes the exact language that must

be used.

• Begin numbering on the Copyright page with lower-

case Roman numerals (i, ii, iii, etc.) Insert a section

break after the Title Page in order to begin the

numbering with i. Page numbers may be in the

bottom right, top right, or bottom center.

• Restart numbering with Arabic numerals (1, 2, 3) for

the main body of your paper.

Appendix 3: Sample of Dedication Page (Optional)

DEDICATION

I dedicate this thesis to my parents. Without their patience, understanding, support,

and, most of all, love, the completion of this work would not have been possible.

NOTES:

• Text should begin just after

halfway down the page.

• Text should be double-spaced.

• Page number should be lower-

case Roman numeral

iii

Appendix 4: Sample of Acknowledgments Page (Optional)

ACKNOWLEDGMENTS

I wish to thank the members of my committee for their support, patience, and good

humor. Their gentle but firm direction has been most appreciated. Dr. Betty Morrow was

particularly helpful in guiding me toward a qualitative methodology. Dr. Judith Slater’s

interest in a sense of competence was the impetus for my proposal. Finally, I would like to

thank my major professor, Dr. Stephen Fain. From the beginning, he had confidence in my

abilities to not only complete a degree, but to complete it with excellence.

I have found my course work throughout the national security program to be

stimulating and thoughtful, providing me with the tools with which to explore both past and

present ideas and issues.

NOTES:

• Text should begin just after

halfway down the page.

• Text should be double-spaced.

• Page number should be lower-

case Roman numeral.

Appendix 5: Sample of the Abstract

ABSTRACT

A Spectacular Capstone Title Goes Here

Richard James Smith

Master of Arts in Psychology

American Public University System

Dr. Joseph Smart, Capstone Professor

Begin typing the abstract here, double-spaced. The abstract must include the

following components: purpose of the research, methodology, findings, and conclusion. The

body of the abstract is limited to 150-200 words (no less than 150 and no more than 200).

The abstract may continue on to the next page.

NOTE:

The abstract is a required component of the dissertation or capstone. If you are not sure of what an

abstract is or of how to write one, Graduate Studies and the APUS Library have created an

instructional module on Writing the Abstract for Your Graduate Capstone Thesis at AMU/APU,

viewable at http://apus.libguides.com/research_methods_guide/writingcapstoneabstract.

Top margin:

1 inch

Left margin:

1 inch

Right margin:

1 inch

Bottom margin:

1 inch

This is the

required format.

NOTE: It is

permissible for

the text of the

abstract itself to

continue on to

another page.

Page number is

lower-case

Roman numeral.

Appendix 6: Sample of a Table of Contents

TABLE OF CONTENTS

CHAPTER PAGE

I. INTRODUCTION….........................................................................................................1

II. LITERATURE REVIEW .................................................................................................. 5

Competing Perceptions of National Security ....................................................... 5

Drones as a Weapon of War ................................................................................. 8

Afghanistan Security ............................................................................................ 12

Pakistan Security ................................................................................................. 15

III. METHODOLOGY…………………………………………………………………………………………………….24

Subjects and Setting ............................................................................................ 24

Data Collection Technique .................................................................................. 25

Statistical Analysis ............................................................................................... 27

Limitations of the Study ....................................................................................... 30

IV. RESULTS…………………………………………………………………………………………………………………34

Legal Framework .................................................................................................. 34

Impact of Drone Strikes on War Effort ................................................................ 38

Impact of Drone Strikes on U.S.-Pakistani Relations ........................................ 40

Impact of Drone Strikes on U.S. Regional Interests .......................................... 48

V. DISCUSSION……………………………………………………………………………………………………………49

Ethics and Legality of Using Drones ................................................................... 49

The simplest way to generate a Table of Contents is to

use Headings when you create chapters and

subsections. Then, you can generate a table of contents

automatically in Word, usually from the References tab.

When created this way, the Table of Contents can be

updated automatically when you make changes to your

paper.

Competing Conceptions of Self-Defense and National Security....................... 50

Controversy about Use of Drones in Warfare ..................................................... 52

Summary…………………………………………………………………………………………………………..54

Recommendations ............................................................................................... 56

LIST OF

REFERENCES……………………………………………………………………………………………………..60

APPENDICES …………………………. ..................................................................................... 66

NOTES:

• Follow your style guide for exact formatting

requirements.

• Dot leaders (periods between words and pages)

are required.

• Pages should be left justified.

• Double space between entries.

• Hyperlinking to sections within the thesis can add

ease to navigation.

vii

Appendix 7: Sample of List of Tables

LIST OF TABLES

TABLE PAGE

1. Physical Education Teacher Demographic Data ....................................................... 15

2. Current University Student Demographic Data ......................................................... 17

3. Number of High or Low Value Orientations for Respondents ................................... 25

4. Teacher Value Orientation Profile by Gender ............................................................ 28

5. Teacher Value Orientation Profile by Academic Rank ............................................... 33

6. Teacher Value Orientation Profile by Teaching Experience ...................................... 39

7. Student Value Orientation Profile by Gender ............................................................. 41

8. Student Value Orientation Profile by Academic Major .............................................. 45

9. Student Value Orientation Profile in Different Year at University ............................. 51

NOTES:

• Follow your style guide for exact formatting

requirements.

• Dot leaders (periods between words and pages)

are required.

• Pages should be left justified.

• Double space between entries.

• Hyperlinking to sections makes navigation easier.

viii

Appendix 8: Sample of List of Figures

LIST OF FIGURES

FIGURE PAGE

1. Physical Education Teacher Demographic Data ....................................................... 15

2. Current University Student Demographic Data ......................................................... 17

3. Number of High or Low Value Orientations for Respondents ................................... 25

4. Teacher Value Orientation Profile by Gender ............................................................ 28

5. Teacher Value Orientation Profile by Academic Rank ............................................... 33

6. Teacher Value Orientation Profile by Teaching Experience ...................................... 39

7. Student Value Orientation Profile by Gender ............................................................. 41

NOTES:

• Follow your style guide for exact formatting

requirements.

• Dot leaders (periods between words and pages)

are required.

• Pages should be left justified.

• Double space between entries.

• Hyperlinking to sections makes navigation easier.

Appendix 9: Sample of Permission to Quote or Reproduce Copyrighted

Material Letter

Date___________________________

I (we) _______________________________________________________________ owner(s) of

the copyright to the work known as ______________________________

_____________________________________________________________________ hereby

authorize _______________________________________________________ to use the

following material as part of their thesis to be submitted to American Public University

System.

Page Line Numbers or Other Identification

_____________________

Signature

Appendix 10: Sample of IRB Approval Letter

Institutional Review Board (IRB)

Application Number:

Application Title:

Dear

The APUS IRB has reviewed and approved the above application.

Date of IRB approval:

Date of IRB approval expiration:

The approval is valid for one calendar year from the date of approval. Should your research using human

subjects extend beyond the time covered by this approval, you will need to submit an extension request form

to the IRB.

Changes in the research (e.g., recruitment process, advertisements) or informed consent process must be

approved by the IRB before they are implemented. Please submit a protocol amendment form to do so.

It is the responsibility of the investigators to report to the IRB any serious, unexpected, and related adverse

events and potential unanticipated problems related to risks to subjects and others using the unanticipated

problems notification.

Please direct any question to [email protected]. The forms mentioned above are available at

http://www.apus.edu/community-scholars/institutional-review- board/apply.htm.

Sincerely,

Jennifer Douglas, PhD IRB Chair