capstone project work immersion

Work Immersion

Work Immersion is one of the course requirements for graduation. A Senior High School student has to undergo Work Immersion in an industry that directly relates to the student’s postsecondary goal. Through it, graduating immersion students are exposed to and become familiar with work-related environment related to their field of specialization to enhance their competence.

To gain an actual work experience to augment the theoretical learning in schools, DepEd Order No. 30, s. 2017 and DepEd Order No. 39, s. 2018 and DOLE Labor Advisory 9 provide the Guidelines on the conduct of Work Immersion Program for graduating Senior High Schools. For Technical-Vocational-Livelihood (TVL), Work Immersion Program (WIP) is a strict requirement, while for Academic, Arts and Design, and Sports Track, the following may be an alternative form of delivery.

ABM – Business Simulation

HUMSS – Culminating Activity

GAs – Research, Capstone Project or Culminating Activity

STEM – Research or Capstone Project

Arts and Design – Performing Arts Production or Exhibit

Sports (if offered will be Apprenticeship)

However, it is the option of the school to offer the actual work immersion program for all tracks and strands. Thus, the same rules on its conduct shall be applied to all tracks should they wish to have the WIP outside the school.

Pursuant to DM-CI-2020-00085, the Guidelines for Work Immersion Implementation During Crisis Situations, dated June 2, 2020, highly suggested to prioritize TVL track learners to undergo Work Immersion. The memorandum offered four schemes on how WI shall be implemented: In-School, Home-Based, Community-Based, and School and Industry Tie-Up.

Due to the quarantine limitations, virtual WIP can be accepted. However, the same process applies and a stricter conduct promoting child rights shall be the main thrust by protecting them from cyber abuses.

In case of Virtual WIP, the pre-work immersion program should include lessons on proper decorum, netiquette, data privacy, cyber laws and punishable acts, anti-pornography, and the likes to be prepared by the school before allowing the immersion student to undergo the simulation process. In case of violation of work immersion guidelines, the sanctions to be imposed on the immersion student depends on the gravity of the offense committed which shall be determined by the school committee intended to assess it.

A Memorandum of Agreement (MOA) covering said immersion shall still be secured.

Appraisal of WIP Performance

A work immersion student shall be deemed passed if he or she has completed 80 hours immersion and has complied the prescribed factors of portfolio requirement, grades of which shall be coming from the evaluation given by the immersion supervisor the immersion partner and from the immersion teacher of the school.

Compliance with the Portfolio

Portfolio instructions (to be discussed by the WIP teacher to the work immersion student)

A. Portfolio Content

i. accomplished forms

ii. pictures of work site (in home or school or community or in simulated

industry) and non- written output or projects with captions

iii. illustrations of activities performed (as needed)

iv. weekly diary (narrative or account of learnings and achievements, issues faced, and corresponding resolutions)

v. sample written output (if any)

vi. work immersion highlights

vii. other relevant pictures/ documents

B. When to update content

C. Portfolio packaging

D. Portfolio presentation at the end of Work Immersion

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Real-World Business challenges

In the Applied Management Research (AMR) field study, you’ll work on a team to address a challenge for a client organization. After a deep dive into research, you’ll present key insights and your recommendations. The Business Creation Option gives you the chance to work with a team of classmates to launch your own business. Students who participate in the Student Investment Fund (SIF) manage a $2 million fund, while visiting leading companies to learn about strategies and philosophies. The Anderson Strategy Group (ASG) is a capstone project that involves a commitment during your first and second years, and gives students focused on consulting a chance to work on and manage a project with classmates. Students who participate in the NAIOP Real Estate Case Competition earn capstone project credit through this six-month assessment of a local property, determining the highest and best use for real estate development. Finally, Anderson has partnered with XPRIZE and their Visioneers program to put students on the front line of designing XPRIZE competitions to address the world’s grand challenges.

In this field study, you’ll work in a team to address a challenge for a client organization. After a deep dive into research, you’ll present key insights and your recommendations.

Bcp gives you the chance to work with a team of classmates to launch your own business..

Students who participate in SIF manage a $2 million fund, while visiting leading companies to learn about strategies and philosophies.  

ASG is a capstone project that involves a commitment during your first and second years, and gives students focused on consulting a chance to work on and manage a project with classmates.

Students who participate in the NAIOP case competition earn capstone project credit through this six-month assessment of a local property.

• Team determines best use for a real site in Southern California
• Case competition against USC + write up
• Fall & Winter quarter of second year

Visit Ziman Center

NEWS RELEASE:

UCLA Excels in Local and National Real Estate Case Competitions

Los Angeles (November 20, 2018) — UCLA graduate student teams won the 2018 NAIOP SoCal Real Estate Challenge and placed second in the 2018 National Real Estate Challenge hosted by the University of Texas at Austin. Both case competitions took place on November 15, 2018, at UCLA and UT Austin, respectively.

NAIOP team (left to right): UCLA Anderson Professor Paul Habibi, Jeffrey Eigenbrood (’19), Daniel Polk (’19), Ben Morrison (’19), Robert Anthony (’19), Nicholas Marino (’19)

The NAIOP SoCal Real Estate Challenge team consisted of Class of 2019 UCLA Anderson MBA students Robert Anthony , Jeff Eigenbrood , Nick Marino and Ben Morrison , and UCLA School of the Arts and Architecture student Daniel Polk. The annual event, sponsored by the National Association of Industrial and Office Properties (NAIOP), presents a specific real estate case challenge to a team of students at UCLA and USC. In addition to providing a rich learning experience that requires participating students to produce high-quality professional work within a limited time frame, the competition is designed to showcase the talents and creativity of the next generation of real estate professionals.

This year, the NAIOP Challenge involved two undeveloped parcels on 11 acres of land located at the southwest corner of Del Amo Avenue and Newport Avenue in Tustin, California. The city acquired the property in 2007 and it has been vacant since that time. The site is a highly visible infill adjacent to the 55 freeway and near the massive Tustin Legacy, the 1600-acre former Tustin Marine Corps Air Station, which is currently being redeveloped. The site sits in an area of the Pacific Center East Specific Plan, which is a major employment center in Tustin that will continue to grow.

UCLA’s team proposed a project they titled Solana (Spanish for solarium or sunny spot) that was inspired by strawberry farming that had once taken place on the site. Solana is a natural extension of the nearby Tustin Legacy project, which involves the transformation of 16,000 acres of raw land into a massive master-planned commercial and residential community.

Video fly-through of the UCLA NAIOP “Solano – Tustin” Development

UCLA’s Solana consists of two select service hotels (305 keys), 240 multifamily units, 10,000 square feet of retail, 75 units of 80 percent affordable housing and more than 150,000 square feet of community space. “I am enormously proud of our NAIOP Challenge team,” said Tim Kawahara, executive director of the Richard S. Ziman Center for Real Estate at UCLA. “Our students proposed a very thoughtful project that provides both commercial value and community benefits to the City of Tustin.”

In its 21st year, the NAIOP Real Estate Challenge celebrates the rivalry between USC and UCLA and illustrates the robust real estate programs at both universities. The winning team is awarded the Silver Shovel, which is inscribed with all past winners’ names. In addition, a $5,000 contribution is made in the name of the winning school to the Challenge for Charity (C4C), benefiting the Special Olympics.

National Real Estate Challenge team (left to right): DaJuan Bennett (’20), Austen Mount (’20), Anne Sewall (’20), James Blake (’20), Robert Walls (’20)

The National Real Estate Challenge team from UCLA consisted of Class of 2020 UCLA Anderson MBA students DaJuan Bennett , James Blake , Austen Mount , Anne M. Sewall and Robert Walls . The challenge, held annually at the McCombs School of Business at UT Austin, is an invitation-only case competition for student teams from the nation’s top-ranked business schools. The case competition involves the analysis of a recent real estate transaction consummated by a leading global real estate firm. Judging panels consist of senior executives from leading real estate companies across the U.S., creating outstanding opportunities for learning, networking and recruitment.

This year, the case centered on a hold/sell analysis for a recently delivered, eight-story office building in “River Valley” (later revealed to be Austin, TX). The property had been a successful 80-percent leased development for the fund. Teams were given the following options: sell the building immediately; hold on to the property with the existing debt; re-finance the property at a higher leverage point (either 65 or 75 percent LTV instead of the 50 percent LTC loan in place); or sell the property and use the proceeds to pursue another office development in “West Hamilton” (later revealed to be Santa Monica, CA). Student teams were prompted to model the two investments to determine the quantitative benefits of each option, but also to look at the national office market, consider the impact of interest rates on cap rates and determine whether co-working and remote working would impact leasing either of the projects.

The UCLA team recommended holding on to the existing property and refinancing the building at 65 percent LTV. The thought process was, while the base case scenario provided was likely to occur, the team wanted to ensure a comfort level with the investment in a downside scenario, which made the pipeline investment and 75 percent LTV financing options too risky. Conversely, the team suggested that selling the property now or maintaining the 50 percent LTC loan were too conservative given the quality of the property and the strength of the “River Valley” market.

“The UT Austin McCombs School of Business National Real Estate Challenge is among the most prestigious real estate case competitions in the nation, so even to place is a huge accomplishment,” said Tim Kawahara. “The team’s success represents the caliber of students at UCLA Anderson and the strength of our real estate curriculum and programs.”

An investment fund managed by student portfolio managers dedicated to the pursuit of favorable risk-adjusted returns.

Applied Management Research

We pioneered practical learning with the applied management research program.

UCLA Anderson launched the first MBA field study program 54 years ago. The AMR program has worked with over 5,000 clients, including Fortune 500 companies, nonprofits, microfinance institutions and startups. You’ll work with a team of peers on a two-quarter project that will solve an organization’s key business problem, while expanding your professional network and experience working in a new field, and inviting you to explore your career options. The AMR program takes place during fall and winter quarters of the second year.

Ballard Metcalfe (’19), Ariel Wang (’19), and Cris Erdtsieck (’19) analyzed how a Peruvian non-profit organization could maximize revenues and lower transaction costs while increasing client satisfaction and engagement.

Global Reach of AMR Projects in 2019–2020

Project Industries

Student impressions of amr.

From The Blog

Sustaining Effective NCD Screen in a South Africa community Requires an Ecosystem of Strategic Partners

Improving the Quality of Sustainable Coffee Production in San Martín, Peru

Prestigious Awards for UCLA Anderson Class of 2017 Field Study Teams

BCP Team KPOP Foods (clockwise from top left): Alex Kim (’17), Ryan Kennelly (’17), Mike Kim (’17), Theo Lee (’17), Erica Suk (’17).

BCP Success Stories

BodySpec (Class of 2014)

BodySpec provides individualized information to health-conscious individuals. We offer full-body scans utilizing dual-energy x-ray absorptiometry (DXA) scanning technology.

Project Description: BodySpec provides individualized health information to health-conscious individuals. We offer full-body scans utilizing dual-energy x-ray absorptiometry (DXA) scanning technology. These scans provide data about an individual’s muscle mass, body fat and bone density at a more granular, accurate and actionable level than any other body composition technology currently available in the fitness industry. Revenue will primarily be generated through scanning fees from individuals (an average of $90 per scan) and subscription fees from personal trainers to access client data.

Update: BCO project is thriving. They've hit many significant milestones and are enthusiastic about BodySpec and helping out current Anderson students.

SmartestK12 (Class of 2014)

To help teachers better understand their students, SmartestK12 transforms all assignments, assessments or classroom interactions into rich student data that allows teachers, parents and school administrators to track each child’s learning in real time and take actions to ensure academic growth.

SMARTESTK12 (CLASS OF 2014)

Project Description: To help teachers better understand their students, SmartestK12 transforms all assignments, assessments or classroom interactions into rich student data that allows teachers, parents and school administrators to track each child’s learning in real time and take actions to ensure academic growth. We feel that education is the foundation for human progress, and that each student deserves an education custom built to her or his needs. SmartestK12 aims to unleash the individual and create a sustainable, never-ending supply of future scientists, historians, mathematicians, authors, scholars and creative geniuses.

Update: The company is still up and running, rebranded as Formative for a new application the founders created that is proving very promising.

Sportifik (Class of 2014)

Sportifik is a web- and mobile-based league management platform that engages college students in recreational activities. Adopted by over 25 universities across the country, including UCLA, Stanford and UC Berkeley, Sportifik empowers university recreation programs with the ability to effectively coordinate sports leagues and tournaments and engage students in healthy and active lifestyles.

SPORTIFIK (CLASS OF 2014)

Project Description:  Sportifik is creating a community of athletes and changing the way people participate in sports. We are providing amateur athletes and avid sports fans with the best means to easily organize and manage their sporting activities through a user friendly one-stop-shop mobile and web solution. Our platform will enable users to seamlessly partake in sporting activities in a fun and rewarding way while enabling them to meet members of their local communities who share a passion for the same sports.

Update:  Still working on their startup and the project is ongoing in LA. They've raised a seed round, grown their user base and client base significantly. They’re still implementing the pivot they started during BCO and are looking to add another part to their project.

Student entrepreneur taps into UCLA resources to 'grow' his news website

No Guesswork, No Guilt: Goodbye Hangry, Hello officebites

AMR: Business Creation Option (BCP) Spotlight on GOshopping

BCP Mentors

Internet, Business and Intellectual Property Attorney Cohen Business Law Group

Investor Upfront Ventures

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SHS Capstone Project During Crisis Situation (Covid-19)

• The SHS learner may have the option to choose the topic related to his/her specialization.
•  The SHS learner is encouraged to relate the project to home or community issues, and to integrate these to outside-of-school learning experiences. Hence, the project should encourage learners to think critically, solve challenging problems, and develop skills that will prepare them for college, work, and adult life.
• The SHS learner must consider the following in crafting their research.
• It should be clear to the SHS learners that the outputs would be limited to what the learners and the school are equipped with, which may be different from the research that they would like to do. It should be noted also that they may be working on a limited support for conducting tests requiring research centers.
• The SHS learner must maintain a portfolio of findings or results, create a final product demonstrating their learning acquisition or conclusions (a paper, short film, or multimedia presentation, for example), and submit a prerecorded video presentation or conduct a live online presentation on the project to a panel of teachers, experts, and community members who shall collectively evaluate the quality of the output submitted.
• Here are some examples of capstone project ideas:
• Community-based projects
• Math investigation (e.g., providing and formulating theories) which is basically more on library research
• Document analysis
• Robotics or ICT projects
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The final phase of the Department of Education's K-12 Program, Senior High School comprises of two years, namely Grades 11 and 12, considered as an enhancement of the Philippines' Basic Education. It aims to hone globally competitive citizens, with its specialized curriculum, gearing Filipino students for further studies, employment or entrepreneurship.

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• SHS Work Immersion Resume Format
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Reflect and discover: the life-changing immersion project in Cape Town

Learnings & Academics

For over a decade, students from the IE Brown Executive MBA program have been spending a week in Cape Town, South Africa, to work on innovative business solutions aimed to improve the quality of life for township residents. Discover how the Cape Town Capstone project not only makes a real impact but also transforms the lives of participants.

IE Business School stands strong in their belief that education should be a combination of real-world experience and academic knowledge. The university’s master’s, bachelor’s and executive programs, including the Executive MBA programs , all combine world-class teaching with hands-on projects. And the IE Brown Executive MBA , our joint program with the prestigious Brown University , is no exception.

The IE Brown Executive MBA is a dynamic, 15-month curriculum which integrates innovative management courses with a range of topics in the social sciences.

It’s aimed at reflective leaders, change-makers and entrepreneurs who care about the social implications of business and want to explore these from a global perspective. The program includes residential periods in Madrid and Providence, Rhode Island, as well as the Capstone Project, a unique immersion experience in the South African city of Cape Town.

Practicing entrepreneurship in a new environment

The Cape Town Capstone project immersion experience takes place every January, with small groups of around five students assigned to a project. These projects have included using government initiatives to help nursery schools grow, improving the management of early childhood development centers and addressing technological issues in private savings clubs. Before leaving, the students have a few months to review the progress made by past cohorts on their projects, meaning that they can hit the ground running upon arrival.

One of the many benefits of this project is the chance to practice entrepreneurship in a new and challenging environment—a country with a recent history of racial injustice, where the effects of apartheid are still apparent.

Through exercises, lectures and cultural events, participants learn about the politics of South Africa, and emerge with a greater understanding of how the historical, social and economic contexts affect the business landscape.

Outside the comfort zone: challenging cultural biases.

Gayle Allard , professor of Managerial Economics in the IE Brown Executive MBA, says that many students have good ideas, but on finding themselves in a new environment, “you have to embrace a whole different vision of the world.”

She notes that the immersion teaches students how to be flexible, which she believes is one of the most important skills needed to become an impactful leader.

Embracing this new way of thinking can prove a challenge, requiring participants to acknowledge their cultural biases and address their prejudices about people who have different views of the world. “I learned that you cannot create solutions to business challenges in a bubble among peers,” says IE Brown Executive MBA alum Lauren Johnson, adding that “you have to be open to introducing your ideas to the end-users and let them show you what would make it work across their value chain.”

Becoming a better leader, and a better human

Pablo Medina, from Uruguay, says the immersion changed him as a person, helping to deepen his understanding of racial injustice and privilege. He developed a greater appreciation for diversity, equity and inclusion—prompting him to become the chair of the Latino Association of Employees in his company.

“You can’t change the world in one week,” says Pablo, who admits that he found the reality overwhelming at times. His advice to prospective students embarking on the immersion project is to be willing to transform:

“You have to face your own ignorance, which can feel uncomfortable. If you’re up for an adventure, this is going to make you a better human.”

Discover more about how you could make a difference.

News of this innovative program’s impact is spreading fast, with the immersion experience being featured recently in an article on the prestigious Poets & Quants website . If you’ve been inspired by the stories of our alumni, why not take a closer look at the IE Brown Executive MBA program? Take the next step on your journey to become the next best you—a high-impact leader who makes a real difference.

Take your education to the ivy league with our joint IE Brown Executive MBA

Immerse yourself into global, life-changing experiences.

Author: Lurdes

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NURS-460 Senior Immersion: Capstone Breakdown

• Capstone Breakdown
• Types of Resources
• Formatting & Citations

In NURS-460, you will be assigned to a specific floor/ unit in a hospital and get real-world experience. Part of that real-world experience is identifying a problem or an area that needs improvement and coming up with a solution. 

If you remember from NURS-450, you went over creating a PICO(T) question and the different types of nursing research that is out there. You will now take those same lessons and apply them to an idea that you have for improving your unit. In NURS-460, you will present your change project and do a poster presentation on your proposed intervention or implementation for your unit. 

Before you start your research, there are a couple of things you need to do!

Photo by National Cancer Institute on Unsplash . 

Organize Your Research

Some professors will require a matrix, others may not. At the end of the day, using a literature review matrix will make it easier for you to keep track of your research and summarizing the main points from the research articles. Plus, it also allows you to see if your articles meet the research requirements. 

When filling out the matrix, you will see a theoretical or conceptual framework. Remember learning about the various nursing theorists and their work in NURS 215? If a particular theory is mentioned in your article, you will write this down in the theoretical framework section. More often than not, nursing research articles will not mention a theory that their research is based around. What most nursing research articles do is base their research around a bigger picture or idea- this is known to be the conceptual framework. So if a research article is addressing CAUTI interventions and addresses how they are avoidable and can decrease the length of stay, the conceptual framework would be that CAUTIs are preventable and there are numerous ways to decrease them. This is just a very quick and brief example. 

• Literature Review Matrix A Word document with a literature review matrix outline with some examples.
• NURS 460 Literature Review Matrix Template Use this template to start building your literature review matrix.

Get Your Topic & PICO(T) Approved

This is really important! Before you start to do any research, you need to have your topic and PICO(T) approved by  both  your NURS-460 professor and nurse educator/ manager. They will give you an idea of a direction you can go in and if your idea is realistic. Plus, having a topic and PICO(T) will make it much easier to start researching!

Start Researching

I n addition to your clinicals, this class, other courses, studying, eating, sleeping and well, life... you do not have time to conduct original research. For this capstone, you will be relying on others' research to support your PICO(T) and intervention. 

You will see in your capstone requirements that you need five (5) articles. This is specifically for the literature review section of your capstone. These articles must be original research on the use/ efficacy of your intervention or support the need of your intervention. This is where you will want to find those quantitative and qualitative research articles- look back at your notes from NURS-450 if you need a refresher.  

If you find a literature review that sums up the best practices for the intervention, look at the reference list or bibliography. See if there are any research articles you could use instead of the literature review. These articles  must meet the following criteria:  written by a nurse, written for a nursing audience and published in a nursing journal. If it does not meet all three criterion, you cannot use it in your literature review section.

Does this mean you only need five articles for your entire capstone project? 

In addition to researching your intervention, you will also need to find support information for your introduction and background sections. Providing this information will not only make you more knowledgeable about your topic but also sets the stage for introducing your intervention. For the introduction and background sections, the information provided here can come from anywhere- books, websites, summary or best-practices articles, articles from trade journals, etc. Just make sure that you evaluate the information before using it in your paper!

PICO(T) Help

• 7 Steps to the Perfect PICO Search A 9- page PDF document reviewing evidence-based practice (EBP), PICO, and developing a strategy to search, locate and review available EBP materials.
• What is the PICO Process? A 2-page PDF document defining what is PICO and some PICO question examples.
• Template for Asking PICOT Questions A PDF guide adapted from Fineout-Overholt (2006) text.

Lewin's Change Theory

In addition to proposing an intervention, you also need to address how you would implement your intervention on your unit. This is a requirement for your paper. 

Fortunately, your professors have required you to use Lewin's Change Theory for implementing your intervention. Who is Lewin and what is his theory? Check out Petiprin, A. (n.d.).  Lewin's Change Theory.  Nursing Theory. https://nursing-theory.org/theories-and-models/lewin-change-theory.php . 

Use the unfreezing, change and refreezing steps to discuss the implementation on your unit. 

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• Last Updated: Jan 30, 2024 10:53 AM
• URL: https://felician.libguides.com/NURS460

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Project Recap

Capstone projects  .

MBA students in their last semester at the Gupta College of Business at the University of Dallas, complete "The Capstone Consulting Experience" course, where students work together on a consulting project for a real company or organization.

Smoothie King (Fall '21)

Via consumer surveys, Capstone students evaluated the firm’s guest experience and made recommendations.

Concentrix (Spring '21)

Capstone students proposed alternate uses for Concentrix’s Dallas real estate holdings.

St. Vincent de Paul Society of North Texas (Spring and Summer '21)

Two teams of Capstone students proposed enhancements to the SVdP pharmacy program that serves those in poverty.

Gupta Business Plan Competition (Summer '21)

Looking to re-launch our Business Plan Competition, the Capstone students looked at other university competitions and surveyed current Gupta students to determine the best way to position the competition.

My Kuzina (Fall '21)

This upstart Greek ghost kitchen in DFW was looking for a marketing plan that the Capstone students prepared based on consumer surveys.

Level Pathways (Spring '21)

Providing resources to homeless high school students in Irving, the Capstone students evaluated the Irving ISD’s at-risk mentoring program and suggested ways for Level Pathways to use the program to identify youth that may need their services.

Bishop Lynch High School (Fall '21)

Via a student focus group, the Capstone students provided strategic recommendations to measure how the school’s House System develops student leaders.

Catholic Charities Dallas (Spring, Summer and Fall '21)

Capstone students have been working with CCD for over a year including an examination of their marketing outreach and volunteer recruitment/retention strategies.

Shreveport-Bossier City Convention & Tourist Bureau (Summer '21)

The Capstone students were asked to review and recommend strategies for the Bureau’s different social media platforms.

Pro Players Foundation (Spring '21)

The Capstone students researched and created a database of possible sponsors for this DFW non-profit benefiting children.

Financial Executives International – Dallas

Administering a membership survey, the Capstone students made recommendations for the organization to grow and diversify its membership.

Irving - Las Colinas Chamber of Commerce (Fall '21)

The Capstone students prepared an Operations Plan for the Chamber’s 2022 Innovation Awards, which grants cash prizes to Irving high school students for their innovative ideas.

iSchool of Lewisville

Dr. Ben Dilla’s team worked on a project for iSchool of Lewisville, a magnet school run by ResponsiveEd. The high school has a business curriculum, and the students run their own coffee shop called Deja Brew. The director of the school wanted an analysis of current operations and recommendations on how it could expand. He was very pleased with the students’ ability to look at industry trends and market data and make it relevant to their single coffee shop operation. They have already implemented changes in hours of operation and menu offerings, with more to come.

One of Professor Bruce Evans’ teams provided wellness strategies for Acme Brick Company. The Acme Brick senior executive (and a Gupta alum) was very pleased. The harmony between Capstone students and the client was deeply evident. In another section of the course, Farley Consulting Company's CEO worked with the students to develop a strategic marketing plan for his firm.

The Federal Reserve Bank of Dallas

Bishop lynch high school.

One of Dr. Scott Wysong’s teams was tasked with assessing Bishop Lynch High School’s new house system, whereby students are assigned across grades to one of eight groups or “houses” in an effort to increase mentorship, pastoral care, and student leadership opportunities. A Bishop Lynch parent survey and faculty/staff survey were created to assess these perceptions of the house system. In addition, the team surveyed administrators at other Catholic high schools in the U.S. who have already implemented a house system. According to Bishop Lynch High School Principal, Chad Riley, “This project has provided a research-based foundation for our understanding about the culture at Bishop Lynch High School, particularly with our implementation of the House System. In addition, the student consultants for this project have created an opportunity for collaboration between Bishop Lynch and the University of Dallas that will benefit constituents in both institutions for years to come."

Dallas Area Rapid Transit (DART)

Dallas mavericks.

Dr. Wysong also supervised an individual Capstone for a student, Lily Ashidam, who worked on a project for the Dallas Mavericks. Surveying almost 200 UD undergraduate students, Ashidam was able to assess this demographic’s perception of the Mavs and provide strategic marketing recommendations to appeal to this segment. Sr. VP, Ronnie Fauss, was very pleased with the final deliverables.

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