Journal of Public Affairs Education

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How Valuable Are Capstone Projects for Community Organizations? Table 3. Factors Influencing Extent Community Organizations Benefit From Capstone Dependent variable = Capstone benefit index Coefficient Std. Error P-value Constant 6.399 6.984 0.365 Budget (1 = $1 million or more) –0.069 0.666 0.918 Internship waiver (1 = yes) 0.159 0.902 0.861 GPA –0.086 1.874 0.964 Age 0.040 0.044 0.365 Binghamton organization (1 = yes) 1.480 0.841 0.086* Supervisor engagement 0.352 0.131 0.010** Faculty contact 1.396 0.430 0.002*** Staff experience (1 = more than 8 years) –0.940 0.738 0.210 Number of observations 51 Prob > F 0.004 R squared 0.390 Adjusted R-squared 0.277 Note: * < = 0.1 level; ** < = 0.05 level; *** < = 0.01 level. developing technical assistance tools, and incorporating recommendations in the implementation of new initiatives. Several interviewees reported rereading the capstone paper after it was completed and referring others to it. Successful capstone projects became living documents for staff in organizations while they continued to address the issues that were the project’s primary focus. Journal of Public Affairs Education 73
How Valuable Are Capstone Projects for Community Organizations? All six highly successful projects reflected strong levels of supervisor engagement with the student, consistent with the results of the regression analysis. The interviewees identified all three components of our supervisor engagement index as central to their capstone process: supervisor involvement in project design, priority of the capstone topic for the organization, and regular contact with the student. While all of the supervisors developed close relation- Table 4. Characteristics of Three Categories of Capstone Projects Highly Successful (6) Moderately Successful (2) Unsuccessful (3) Reaction to Final Project The student analysis addressed the problem in a meaningful way and the supervisor was satisfied with the project outcome. The capstone became a “living document” used by the organization in a variety of ways (presentations, technical assistance, etc.). Generally satisfied; each could identify a tangible benefit from the project. Unsatisfied with the final project. Final paper neither used nor read following student presentation. Supervisor Engagement Close collaboration between supervisor and student on issue selection. Identified issue was real and meaningful to the organization. Student and supervisor engaged in regular communication throughout the project. Close collaboration between supervisor and student on issue selection. Identified issue was real and meaningful to the organization. Ineffective collaboration on issue selection, affecting project design and priority of project for the organization. Issue selected was too broad or undefined to be useful. 74 Journal of Public Affairs Education
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Winter 2011 Volume 17, No. 1 JPAE J
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From the Editor—John Dewey’s Dr
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The Changing Climate for Public Aff
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Whose Problem Is This? Stories Aumi
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Whose Problem Is This? References A
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Fulbright Scholars in Public Admini
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Trees and Water: Mainstreaming Envi
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