CAPSTONE MANUAL JANUARY 2015

Developed byUniversity of Arkansas Clinton School of Public Service

Office of Field Service Education

1

TABLE OF CONTENTS

General Capstone Information.................................................................................................................................................................3

Capstone Policies........................................................................................................................................................................................... 6

Required Capstone Steps........................................................................................................................................................................... 9

Deadlines and Timelines............................................................................................................................................................................ 17

Other Capstone Resources.........................................................................................................................................................................19

Appendix A – Statement of Responsibility Release and Waiver of Liability........................................................................25

Appendix B –International Capstone Project Logistics Portfolio.............................................................................................28

Appendix C –Request for Determination Form................................................................................................................................29

Appendix D – The Clinton School IRB Guide......................................................................................................................................32

Appendix E – Work Log Template..........................................................................................................................................................37

Appendix F – Press Release Example....................................................................................................................................................38

Appendix G - Final Paper Information Page Template..................................................................................................................40

Appendix H - Capstone Information for Potential Partners.......................................................................................................41

Appendix I - Projected Capstone Budget Template........................................................................................................................43

Appendix J - Optional Community Partner/Student Agreement Template.........................................................................44

Appendix K - Web Resources................................................................................................................................................................... 45

2

General Capstone Information

The Capstone is the culminating field course at the University of Arkansas of Public Service (UACS), designed to provide students with an opportunity to demonstrate their expertise. This course employs an independent study format overseen by a UACS faculty member (referred to as “capstone advisor”). It is a three-credit hour course taken during a student’s final year in the program. The Capstone places students in a professional context outside the UACS, in which they must:

● apply the knowledge, skills, and values from the UACS program to a real world problem or challenge; ● understand, engage, and seek to transform complex systems;● and produce a “deliverable” that exemplifies, in its product, the knowledge, skills and values of the UACS

curriculum.

As the primary requirement of the course, students select capstone projects either from those submitted by community partners or from opportunities they create for themselves. These projects can be completed anywhere in the world. Capstone projects begin at various times throughout the year depending on students’ course load.

Student Responsibilities

As an independent study-type course, the Capstone is a student driven and student centered activity and much of the responsibility for its success lies with the individual student. In order to be successful, we highly recommend that you communicate proactively and frequently about your capstone progress and needs, use your UACS resources (faculty, staff, alumni, partners) to help you, and carefully choose and execute a project that aligns closely with your future career goals. The more effectively and frequently you communicate, the more successful your project and experience is likely to be.

Your responsibilities include finding an appropriate masters-level capstone project; identifying a capstone advisor who will support your project; thoroughly planning the project; being fully committed to the success of your project; maintaining a proactive and professional relationship with the school and everyone involved with your project work; communicating with the school regularly; applying concepts from UACS courses to your capstone work whenever applicable; completing a high quality, sustainable public service project that meets the expectations established in your planning; producing final project deliverables that exemplifies the UACS curriculum; and, describing and critically assessing project results through a final capstone presentation.

Professional communication and behavior is imperative for these projects. You are expected to communicate with your capstone advisor, your community partners, and the school on a regular basis; request regular feedback on your project work; make adjustments to project work based on that feedback; communicate proactively and immediately if problems arise; and seek approval of any information released to the press about the project. In addition, you are expected to adhere to the policies and expectations of the UACS and any community organizations you work with regarding dress codes, the use of technology, how and when you communicate with the press, when confidentiality must be maintained, and other policies. Not adhering to these standards or any additional professional standards could lead to a grade reduction.

In addition, regular and proactive communication with your capstone advisor is necessary. S/he will ensure that you are meeting the UACS expectations on your project selection, your project work and your assignments. S/he is also available to help you when you are struggling with your project. It is expected that you will communicate proactively and immediately about any challenges you are encountering, request regular feedback on your project work and make adjustments to that work based on that feedback. Your capstone advisor will be available to help you troubleshoot the challenges you encounter; will give you feedback on your capstone assignments and project work; will determine the quality of your project work; and, will assign your final capstone grade.

3

Capstone Hours

You are required to complete a minimum of 250 contact hours on your capstone project. This is the minimum requirement and most capstone projects will require more than the minimum for completion. Contact hours include work accomplished towards meeting the goals and objectives set for your capstone project. These hours do not include the time you spend attending capstone prep sessions or other activities required by the UACS unless they are directly related to your capstone project. Examples of tasks that are not included in your contact hours are time spent on finding your capstone project, planning the project, communicating with the UACS, and presenting to the school about your project. No capstone contact hours may be counted until after you are enrolled in the capstone course and the approval of your capstone project and project planning documents are on file with your capstone advisor and the Office of Field Service Education.

Process of Identifying a Capstone Advisor

As you entered the UACS program you were matched with a faculty mentor. For the capstone, you may stay with your faculty mentor who will automatically become your capstone advisor or you can change to someone new if they are a better fit for your capstone goals. If you want to stay with your current faculty mentor, you do not need to do anything besides enroll in your mentor’s capstone course section. If you would like to make a change, you set up times to meet with other potential capstone advisors. At the meetings, you and the faculty members talk about your capstone interests/goals. If someone is a good fit with your capstone, you may ask him/her to become your capstone advisor. The faculty member can agree to become your advisor or let you know that he/she is unable to do so. 

If the faculty member agrees to be your capstone advisor, you send a change of advisor notice to the UACS Registrar. It includes information about who your new capstone advisor is. You copy your current faculty mentor and your new capstone advisor on that email. The Registrar then sends the change of advisor confirmation to your new capstone advisor, your former faculty mentor, the Associate Dean of Academic Affairs, and the Office of Field Service Education. When you enroll in the capstone course, you enroll in your newly identified capstone advisor’s course section. 

Grading

Your capstone advisor will assign your final grade after all capstone requirements are complete. You will not receive grades on interim assignments in the capstone. Your performance throughout your work will be evaluated. Your grade will reflect the quality of your project work, how well you communicate your learning and application, and your professional behavior. You are responsible for meeting deadlines and submitting quality work for the completion of interim and final capstone tasks/documents (including draft materials) that are agreed upon during project planning. If you do not create a product of value, behave professionally, and/or meet obligations for your capstone work, your capstone advisor will make a grade deduction and/or assign a failing grade. A = Work is consistently excellentB = Work consistently meets expectationsC = Work is completedD = Work is completed but it did not always meet expectationsF = Work is not complete and/or it consistently did not meet expectations

Academic Integrity

You must write all presented written work. The UACS handbook states:Plagiarism includes (but is not limited to) adopting or appropriating for one’s own use and/or incorporating in one’s own work, without acknowledgement, passages, parts of passages, tables, photographs, models, figures, illustrations from the writings or works of others; thus presenting such as a product of one’s own mind. Any student who plagiarizes may be subject to any or all of the following sanctions: receiving a zero on the written work; receiving a reduced grade for the course in which the

4

plagiarism occurred; being suspended from registering for one or more semester(s); being required to enroll in a short course on graduate level writing; being required to comply with any other appropriate remedy as proposed by the Associate Dean of Academic Affairs; and/or being dismissed from UACS.

Student Accommodation

The UACS handbook states:The UACS is committed to providing equal opportunity for participation in all programs, services and activities and a learning environment that is supportive of all students. As part of that commitment, CSPS stands ready to provide reasonable accommodations for students with disabilities when appropriate. Any student who desires to report a disability issue, who has questions or concerns regarding a disability issue, or who desires accommodation for a disability should contact the Associate Dean of Academic Affairs, or the UALR Disability Resource Center at (501) 569-3143. More information about the services offered by the Center can be found at http://ualr.edu/disability/. Please inform the Center staff that you are enrolled at the UACS.

5

Capstone Policies

Course Enrollment

1. Students must satisfactorily complete their first year of core courses and the International Public Service Project to enroll in the capstone course. Any incompletes in these core courses must be resolved before enrolling in the capstone course.

2. Students who plan to enroll must attend the required preparation meetings offered in the previous academic year.

3. Students will have a maximum of three consecutive semesters to complete the capstone from the semester in which they enroll in the capstone course. Semesters include a fall semester, a spring semester and a summer semester (all UALR summer terms make up the summer semester). An “IP” (in progress) will be placed on the transcript until the capstone is complete and a grade is awarded. If a student does not satisfactorily make progress on the capstone during those three semesters, a “NC” (no credit) on the capstone course will be awarded and tuition for the course will be forfeited.

4. Students are permitted to withdraw from the capstone course by the appropriate University of Arkansas at Little Rock deadlines during their first semester of enrollment. A “W” (withdrawal) will be placed on their transcript and tuition for the course will be forfeited.

5. Students’ capstone advisors must approve capstone projects before capstone contact hours can begin. If a student does not receive approval for a capstone project before the end of the first semester of enrollment, the student will be given a “NC” (no credit) on the capstone course and tuition for the course will be forfeited.

6. If a student re-enrolls for the capstone course after receiving a withdrawal or no credit, the student must find a new capstone project and will have three semesters from re-enrollment to complete this new capstone project. A new grade will be placed on the student’s transcript in addition to the “W” or “NC”.

7. No hours will count towards capstone contact hours until students are enrolled in the capstone course. However, students can identify their capstone projects and engage in project planning before enrolling in the capstone course.

Concurrent Degree Programs

1. The JD concurrent program says: “A student may not receive credit in both programs for courses that cover the same or substantially equivalent material.” Therefore, your MPS capstone project work cannot also count for a JD course.

2. The MPH concurrent program was set up to allow the activity that generates the MPH integration project to also be used for the MPS capstone project.

3. The MBA program allows students in the concurrent program to use the MPS capstone in fulfilling the requirements for the MBA degree.

Federal Laws

1. Capstone project work must align with the Fair Labor Standards Act. Students who complete a capstone project without anticipation of compensation for public agencies and non-profit organizations are considered volunteers and align with the Act. Students who complete capstone projects at for-profit organizations and/or with compensation must follow all U.S. Department of Labor Laws regarding wages and hours.

2. Students with disabilities will be accommodated in the capstone pursuant to federal and state law. Any student with a disability who needs accommodation must inform their capstone advisor at the beginning of the course.

6

Personal Responsibility

1. The UACS does not assume responsibility for health/accident insurance, housing, transportation or any other personal needs of students that may occur in connection to the capstone.

2. In addition, the UACS does not assume responsibility for any injuries suffered or sustained by students while the students are working on their capstone project.

Institutional Review Board

1. Anytime students talk to anyone in a systematic way or analyze raw data, they are required to submit a Request for Determination and all associated paperwork to the University at Little Rock’s (UALR’s) Institutional Review Board (IRB).

2. Capstone students are responsible for completing the necessary IRB paperwork, obtaining the required signatures, submitting those forms and all associated paperwork to UALR and managing the IRB process. 

3. Capstone students are also responsible for ensuring that they do not complete any capstone project work where they talk to anyone in a systematic way or analyze raw data, until a determination from UALR’s IRB is made.

Writing about the Project

1. As stated in the sixth edition of the Publication Manual of the American Psychological Association, authors “are responsible for adequately protecting the confidentiality of research participants, clients-patients, organizations, third partiers, or others who were the source of information presented in the paper” (p. 20).

Media

1. Capstone advisors, any community partners overseeing project work, and the UACS Director of Communications must approve all information released to any media outlets about the project.

2. Students will always inform their capstone advisor and the UACS Director of Communications if the media contacts them about the project before responding to that request.

3. UACS and any community partners overseeing project work will be acknowledged for their contributions to the project in any information released to the media.

Distribution of Results

1. At the end of each project, the capstone advisor and any community partners overseeing project work can determine if the project results warrant a wider distribution. If everyone agrees that they do, all previously named parties and the student must agree to how, when and in what form that distribution will occur. This includes public presentations, conference presentations and publication.

2. An individual student cannot choose to distribute the work more widely unless all aforementioned parties approve that distribution.

Conference Presentations

1. Whenever possible a UACS representative (student, advisor and/or field services staff member) and a representative of any community partners overseeing project work will co-present.

2. Individuals with the most expertise on the topic will be given first priority to be co-presenters. 3. All parties will always inform one another if they are invited to present on the project. 4. Co-presenters must be actively involved in planning the presentation. 5. Regardless of the co-presenters, UACS, the student(s) who did the project work and any organizations that

oversaw the project work will be acknowledged at every presentation.

7

Publishing Project Results

1. To the extent feasible, there should always be at least one UACS representative (student, advisor and/or field services staff member) and individuals from any community organizations that oversaw project work who co-author.

2. Individuals with the most expertise on the topic will be given first priority to be co-authors. 3. Each party will always inform all other parties if they are planning to write about the project. 4. The number of co-authors will depend on the publication. If the publication’s guidelines limit the number of

authors, those individuals who have contributed the most to the article will be listed. Co-authors must be actively involved in the development of the article.

5. Regardless of the co-authors, UACS, the student(s) who did the project work and any organizations that oversaw the project work will be acknowledged in every article.

6. In the case where capstone projects involve working within an existing research study or program, publication of results, including manuscript authorship, will follow the established protocol of the research program but will include at least acknowledgment of the student who contributed to the project work and UACS.

Violations of Procedures/Policies

1. If a violation of these procedures/policies occurs, the individual may be subject to any of the following sanctions: a reduced capstone grade; failing the capstone course; being suspended from registering for one or more semester(s); removal from the UACS.

The student’s capstone advisor and the Director of Field Service Education must approve any exception to these policies.

8

Required Capstone Steps

This is a list of the capstone steps you must complete for the capstone course. It is important to remember that capstone advisors are supervising a number of capstone projects and teaching other courses. They typically do not have the ability to immediately review your assignments submitted and that should not be an expectation that you have for them. Allowing one week for a response to small requests and two weeks for the review of larger documents is reasonable but it may take longer especially if you submit a poorly written draft of a document.

Step One – Project Topic Approval

Description

This assignment ensures that your capstone project meets the established criteria making it a masters-level, public service capstone project. This includes:

applying the knowledge, skills, and values from the UACS program to a real world problem or challenge; understanding, engaging, and seeking to transform complex systems; and producing a deliverable that exemplifies, in its product, the knowledge, skills and values of the UACS

curriculum.

Process

You should submit your project topic approval as soon as you believe you have a capstone project identified to your capstone advisor and copy the Office of Field Service Education. Your capstone advisor will either approve your project topic or return it to you for revisions. To complete this step, the final approved document along with an email approval from your capstone advisor must be on file with the Office of Field Service Education. This step must be complete before you begin project planning. It is important to be careful about the level of commitment you give to a project until you have confirmation from your capstone advisor that the project meets the school’s expectations.

Assignment Details

This should be a concise document. Content for this assignment is determined in consultation with your capstone advisor but may include:

o A description of your proposed capstone project. o A description about how your capstone project meets the capstone criteria including:

a. Why your project is public service. b. The knowledge, skills and values from the UACS curriculum that you believe you will utilize in this

project. c. How you will understand, engage and seek to transform complex systems through your project. d. What your deliverables will be.

Step Two – Project Details

Description

Submit project details to UACS so that we can respond appropriately during emergency situations.

Process

Submit these details to your capstone advisor and copy the Office of Field Service Education. These details must be submitted before you are on-site working on your capstone in any capacity.

9

Assignment Details

The following information is required:

1. Student Informationa. Nameb. Your contact phone numbers (include any cell phone, home phone, and/or work phone numbers) c. When do you plan to begin and end your capstone project work?d. What is your address during the capstone?

2. Health Emergency Information a. Emergency contact’s nameb. Emergency contact’s relationship to youc. Emergency contact’s phone numbersd. Emergency contact’s email addresse. Does your health insurance have a preferred emergency provider (e.g., Baptist Health, UAMS, St.

Francis Hospital)? f. What health issues do you have that may affect the completion your capstone?

3. Partner(s) Information (if relevant) a. Partner organization(s) information

i. Nameii. Address (for your project)

iii. Address for organization headquarters (if different than project location)iv. Web Sitev. Type (e.g., non-profit, government agency, foundation, public, private)

vi. Overall focus of organization (e.g., advocacy, service provider, research)vii. Primary population(s) served by the organization (e.g., youth, immigrant)

viii. Region(s) served by the organization (e.g., Little Rock, Central Arkansas, Arkansas, the Southeast part of the US, Northern Uganda, etc.)

ix. Is this the first time the UACS has worked with the organization? b. Site Supervisor Information (if relevant)

i. Nameii. Title

iii. Phone Number(s)iv. Email Addressv. Is this a UACS alum?

4. Statement of Responsibility Release and Waiver of Responsibility for Participation in a Capstone Project.a. An electronically signed version of this document must be submitted. See Appendix A for the

statement.5. International Capstone Project Logistics Portfolio.

a. This is required for students who complete international capstone projects. See Appendix B for required information.

Step Three – Project Proposal

Description

This step is meant to ensure that your project methodology meets the community’s needs and aligns with best practices.

Process

Submit your project proposal to your capstone advisor and copy the Office of Field Service Education. Your capstone advisor will either approve it or return it to you for revisions. To complete this step, the final approved

10

document along with an email approval from your capstone advisor must be on file with the Office of Field Service Education. These assignments must be complete before you can count any capstone contact hours.

Assignment Details

This document should be as concise as possible while still conveying all required information. All sections of this paper should flow easily together. Include appropriate headers and sub-headers as well as section introductions and conclusions where needed. Someone who knows nothing about your project should be able to understand your project based on this paper. It should be in APA format.

Specific content for this paper is determined in consultation with your capstone advisor but may include: Title Page Paper Introduction Project Description - This section clearly describes your project, how it facilitates social change, and what

the results will be. This includes a description of your project; the connection of your project to any larger social issues; why your project needs to be accomplished; relevant information about any organizations that will be working with you; project goals; expected outcomes, deliverables and impact; and any additional background information necessary for full understanding of your project.

Literature Review - This section given the necessary context for your project by explaining how this project expands upon any previous project work and research accomplished. 

Project Methodology - This section explains how you will accomplish your project using appropriate methods.

Paper Conclusion References Appendices

o Work Plan - The work plan includes the specific activities you will complete to accomplish your project; the deadlines for the completion of those activities; and the resources needed to complete each activity.

o Any additional materials necessary for understanding your project Supplemental Documents

o Press Release Description: This is a description of your project that can be used in UACS press releases. This description can be no longer than 100 words. The description needs to include the full name of any major organizations that are partnering with you on your project. It also needs to include permission to release from any partner organizations.

Step Four – Institutional Review Board

Description

Capstone students must follow the guidelines established in the Belmont Report1 for the ethical treatment of human subjects during research. Human subjects research is defined as talking to people in a systematic way or reviewing raw data for a field project. You cannot start any part of your human subjects research, including the recruitment of human subjects, until you receive a decision from the University of Arkansas at Little Rock’s (UALR’s) Institutional Review Board (IRB)2 about that research.

It is your responsibility to obtain a decision from the IRB before you start any human subjects research. You also must notify the IRB of any significant modifications you make in your research protocol after you have received a decision from the IRB. If you do not, there are serious repercussions that will vary depending on the severity of the

1 The Belmont Report can be found at http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html2 If your project requires you to submit to a different Institutional Review Board system, please confirm that with your faculty advisor. Once confirmed, you may go through that institution’s process rather than the UALR process. Be sure to submit all of the required documents for that system’s requirements to your faculty advisor and to Canvas.11

offense. They could range from obtaining a lower grade in capstone to failing the course to removal from the Clinton School.

Process

You submit your Request for Determination to your capstone advisor and copy the Office of Field Service Education. Your capstone advisor will either approve your Request or return it to you for revisions. Once it is approved, he/she will sign it and attach his/her CITI training document. You must then submit it to irb@ualr.edu and copy your capstone advisor as well as the Office of Field Service Education. Once you receive a final notice about the decision of the IRB regarding your Request for Determination, send it to your capstone advisor and the Office of Field Service Education.

Assignment Details

See Appendix C for the version of UALR’s Request for Determination form that is required for the UACS IRB process. See Appendix D for the expectations about how to complete the Request for Determination.

Step Five – Capstone Contact Hours

Description

Once your planning assignments are on file and you are enrolled in the capstone course, you may begin counting capstone contact hours. You enroll in the 3-credit capstone course once, at the beginning of your capstone project work. Students should work to complete the capstone in two semesters. Once you are enrolled, you do not enroll in the capstone course again. You will receive an “In Progress (IP)” notation on your diploma until you complete the capstone. After all capstone steps are completed, the IP will be changed to the grade you earn.

Process

While completing capstone contact hours, you are required to submit work logs every two weeks. Beyond this required activity, we recommend that you speak regularly with your capstone advisor and any community partners involved in your project work to update them about your project progress. Regular communication is one of the main keys to success for your capstone project. Talk with them at the beginning of your capstone to determine if you should schedule in-person meetings, phone conversations or submit written reports in addition to the required work logs. Also discuss how frequently they would like for you to communicate. Items that are recommended to discuss include:

● The progress you are making on your project.● Requesting any resources and support you need to accomplish your goals, objectives and key deliverables. ● Asking for advice and feedback on your project work. ● Discussing challenges you are encountering and potential resources for more effectively handling those

challenges. ● Upcoming events or deadlines for your capstone. ● Where you have significantly deviated from your work plan and how you might adjust your work plan to

accommodate that. ● What you are learning and applying are also good topics to discuss regularly with your advisor.

Finally, please contact your capstone advisor immediately if problems develop in your project so they can help you with them.

Each individual should also determine ways to demonstrate what they are achieving in their project to their capstone advisor. Options might include inviting your capstone advisor to project-related meetings, events or training sessions when appropriate. When awarding your grade, your capstone advisor will consider observations from these activities, the quality of your submitted work, your professionalism throughout your interactions, and feedback obtained from any community partners involved in your project work.

12

Assignment Details

See Appendix E for a work log template. Include the following: the project activities accomplished during the time since the last work log was submitted; the date that each activity was accomplished; how much time each activity took to accomplish; the total amount of time spent on the project during that time period; the total amount of time spent on the project since it was started.

Only hours working directly on your capstone project should be included. Other work for the same organization that is separate from your capstone and/or hours towards your UACS assignments should not be included.

Step Six – Press Release

Description

This helps disseminate the results of your work to the larger community.

Process

You are required to submit a press release during the last two weeks of your capstone project work. Write the process release. Send it to your capstone advisor and any relevant community partners for approval. Once you receive approval, send the press release to the Director of Communications and copy your capstone advisor, the Office of Field Service Education, and the relevant community partners.

Assignment Details

See the press release example in Appendix F. This press release must describe something resulting from your capstone project. The press release should:

Include a compelling headline, contact information for the person who will be the press contact (name and phone number), at least one relevant quote from a project stakeholder (cannot be an individual from the Clinton School), and an acknowledgement of both UACS and any project partners for their contributions to the project.

Be under 800 words. Include a compelling headline Follow the exact format of the press release example in Appendix F. Follow guidelines for a press release: third person voice, inverted pyramid design (e.g., most important

information is first and least important information is last), transitions are only used when absolutely necessary, etc.

Step Seven– Draft of Final Documents

Description

Your final paper and deliverables show the results of your capstone project work. Your capstone advisor will look for what you accomplished, your analysis of that work, and how well you applied the skills and knowledge you learned at the UACS through your work.

Process

13

Submit an excellent draft of your final documents to your capstone advisor and copy the Office of Field Service Education. Your faculty advisor will review the documents and provide you feedback. You will be asked to revise your final documents until they are presentable.

Assignment Details

Final documents should be concise, easy to read, and high quality. They will be available to project stakeholders, future students, faculty/staff and the public.

Your final paper should be submitted in APA format. All sections of your final paper should flow easily together. Include appropriate headers and sub-headers as well as section introductions and conclusions where needed. Someone who knows nothing about your project should understand your paper. Specific content for the final paper is determined in consultation with your capstone advisor but may include:

Title Page Information Page - Details can be found in Appendix G Acknowledgements Abstract - Follow the requirements found in the APA Manual The Paper Introduction, Project Description, Literature Review, and Project Methodology - include from

your project proposal. Revise these sections to accurately reflect your final project work.  Results – This section summarizes the work you accomplished including any data collected. Also include

any analysis of the data or conclusions drawn. Discussion – This section is where you examine you work and discuss any weaknesses, biases or

limitations. Answer any of the following questions that are relevant:o What were the weaknesses in your work?o What are the limitations of your work/conclusions?o Were there any biases that may have affected your results? What were they? How might they have

affected the work? o Were there any best practices or lessons learned from the work?o What future work should be done in this area? o How does this work inform the work of those completing similar work in the future? 

Paper Conclusion References Appendix Supplemental Materials

o Any additional deliverables that have been agreed upon with your capstone advisor are also submitted. You don't need to have additional deliverables unless your faculty advisor and/or project require them.

Step Eight – Capstone Presentation

Description

The presentation is the time to publicly show what you accomplished and learned through your capstone experience.

Procedure for Scheduling Capstone Presentations

1. Student finishes all capstone project work and submits all required assignments including the final capstone paper.

2. Faculty advisor reviews the student’s capstone project work, assignments and final capstone paper.a. If approved for presenting, the advisor sends notification to the student and the Field Service Office that

the presentation can be scheduled.

14

b. If not approved, the advisor sends feedback to the student about work that still needs to be accomplished.

c. If not approved by the three-semester deadline, the student receives “No Credit” on the capstone and must start the capstone over.

3. Once approved, the student schedules his/her presentation. a. If scheduled at the end of a semester, the presentation must be scheduled during a blocked day/time

that works for both the student and the student’s faculty advisor. If times are no longer available that work for the student and advisor, the presentation is not held until the beginning of the next semester. Students should work far ahead of the three-semester deadline because if a presentation cannot be scheduled, the three-semester deadline is still in place.

b. If scheduled earlier in the semester, the student identifies a day/time that works for the student, the faculty advisor and the Field Service Office. Once the student identifies a presentation day/time, he/she notifies the Field Service Office who reserves that time on the calendar and reserves a room. Presentations will be held no earlier than 7 business days from the day they are scheduled.

4. Once scheduled, the Field Service Office sends a confirmation of the capstone presentation date, time and location to the student and faculty advisor.

5. The student submits his/her executive summary and AV needs to the Field Service Office at least 6 business days before his/her presentation.

6. The Fields Service Office advertises and sets up the presentation.7. The student makes his/her capstone presentation.

Capstone Presentation Assignments

Capstone Abstract and Presentation Details: Email the following to your capstone advisor and the Office of Field Service Education at least 6 days prior to your presentation: (1) your project abstract, (2) your AV needs, (3) anything else you need in preparation.

Presentation: Each presentation time is 45 minutes. You are asked to prepare a 30-minute presentation and leave 15 minutes for questions. It is recommended that you present in person, but if that is not an option, a conference call can be organized with the Office of Field Service Education. Specific content for this presentation is determined in consultation with your capstone advisor but may include a summary of your project, the method you used to complete it, and your results.

Additional Details about Capstone Presentations

During the last month of each semester, the Field Service Office sends to capstone students and faculty advisors the blocked dates and times for presentations for the end of the next semester.

The presentations will be open to the public with limited seating (RSVP required). UACS faculty members will be able to ask questions first since they are evaluating you on your presentation. If time allows, questions from the audience may be asked.

A student who would like to make his/her presentation private needs to discuss that with his/her faculty advisor. The faculty advisor makes the decision about if it will be allowed and communicates that decision to the Field Service Office. Rare exceptions to a public presentation will be made. Typically they are only granted if a student needs it as an accommodation or if the results discussed must be kept confidential. 

As long as you have made adequate progress on your capstone, you would still be eligible to walk at commencement even if you have not presented on your capstone. The program will indicate that you are still completing the requirements of the degree.

Step Nine – Final Documents

15

Description

These will be the versions that are made available to those who want to know more about your project in the future.

Process

The student submits the final version of his/her documents with edits required by the faculty advisor to the Field Service Office (copying his/her faculty advisor) at least 2 business days before capstone grades change forms are due. These must be print-ready final products.

Step Ten – Capstone Grade

Your capstone grade will be posted at the end of the semester in which you complete your capstone. If you must have a certain graduation date on your diploma, be sure you have completed all of these capstone steps by the completion deadline for that semester (see the Capstone Deadlines section of this manual).

16

Deadlines and Timelines

The expectation is that students will complete their capstone in two semesters. These deadlines are ultimate deadlines. Students should work well ahead of them. We recommend that you work far ahead of the deadlines noted in case you encounter any problems along the way.

Capstone Deadlines

December 4, 2015 Deadline for students enrolled in the Fall 2015 capstone course to have projects approved. Deadline to fully complete all capstone requirements for a December 2015 graduation date.

March 18, 2016 Deadline to finish all capstone work and submit high quality capstone final reports/deliverables. Meeting

this deadline will allow you to complete the capstone by May 2015 commencement and have a May 2015 graduation date.

April 29, 2016 Deadline for students enrolled in the Spring 2015 capstone course to have projects approved. Deadline to fully complete all capstone requirements for a May 2015 graduation date.

July 10, 2016 Deadline to finish all capstone work and submit high quality capstone final reports/deliverables for an

August 2016 graduation date.July 31, 2016

Deadline for students enrolled in the Summer 2015 course to have projects approved. Deadline to fully complete all capstone requirements for an August 2015 graduation date.

December 4, 2016 Deadline for students enrolled in the Fall 2015 capstone course to have projects approved. Deadline to fully complete all capstone requirements for a December 2015 graduation date.

Recommended Timelines

To Start Project in Fall Semester

February – May Search for potential capstone projects. Enroll in the fall capstone class.

May Submit project topic approval.

September Submit project plan. Start project work. Begin to submit project updates.

January Complete capstone project.

February Submit final paper/ deliverables drafts and final.

April Hold capstone presentation.

To Start Project in Spring Semester

September – October Search for potential capstone projects. Enroll in the spring capstone class. Submit project topic approval.

17

November Submit project plan.

January Start project work. Begin to submit project updates.

March Finish project work. Submit final paper/deliverables drafts and final.

April Hold capstone presentation.

To Start Project in Summer Semester

January – April Search for potential capstone projects. Enroll in the summer capstone class. Submit project topic approval.

May Submit project plan.

June Start project work. Begin to submit project updates.

October Finish project work. Submit final paper/deliverables draft and final.

November Hold capstone presentation.

18

Other Capstone Resources

Finding a Capstone Project

The capstone is an opportunity to gain the experience you need to be most effective in the public service career of your choice. If you are still uncertain about the direction you are headed, it is recommended that you allocate time during the semester before the capstone discerning your direction. Regular meetings on this topic with a classmate, your faculty mentor and/or the field services staff members might help you in this process. The more certain you are about the direction you are going, the more likely that your capstone project will be the right step on your path.

Once you have determined some direction, the school provides a number of resources for you to find a good capstone project. Project ideas are accepted throughout the year and made available to you. Lists are available of UACS alumni and where they are employed. Your faculty mentor and the Assistant Director of Field Service Education are available to help you discern what you want to look for and who might make good contacts for you. Even with these resources, finding a good project will usually take a great deal of time and effort especially if you are seeking a project outside of Arkansas. Make sure you allocate plenty of time to make contact with individuals that might have opportunities for you. If the project topic approval deadline is looming, we recommend that you select a project from the list of ideas that were submitted to the UACS. These projects are more likely to solidify quickly because the organizations are familiar with the school and have expressed a desire to have a student work with them.

When you communicate with individuals who have project ideas be sure to include an updated resume and a description of the types of work you would like to accomplish for your capstone. For individuals that are unfamiliar with the UACS capstone, you should also include information about the capstone (see Appendix H).

Informational Interviewing

One way to find potential capstone projects is to use your network effectively by setting up informational interviews with individuals working in public service careers that interest you. Informational interviews are typically no longer than 30 minutes. You can conduct them in person or by phone. Ask people you know well to connect you to individuals to interview. Ask your faculty mentor, capstone advisor, friends, relatives, fellow students, alumni, present or former co-workers, former supervisors, neighbors, public speakers, UACS volunteers, professional organization contacts, present or former faculty members and others.

Call or e-mail the individual to request an interview. Let them know in the e-mail who referred you. Prepare for the interview as you would any interview by researching the individual/organization and preparing a list of questions for them. Be sure to have your resume and information about the capstone available during the interview. Before leaving the interview, ask the individual if they have names of others who might be helpful in your quest. Follow up the interview with a thank-you note.

You may definitely use these interviews to discuss the capstone and if they have ideas for potential capstone-like opportunities; however, you should never ask for a job at an informational interview.

Informational interviewing questions when seeking a capstone project could include: ● What are your priorities over the next year? What about the organization’s priorities? ● What current challenges are you facing in your job?● What are the current challenges for this organization?● If you could have someone working with you to help you over the next six months, what type of work

would you like for him/her to accomplish? ● Are there other needs of the organization that could be met with the help of a public service graduate

student over the next six months? Or year?

19

● Have you or your organization hosted graduate students working on projects for you in the past through an internship-like experience? If yes, what type of work did they accomplish for you?

● How would you describe the organization’s leadership and how they lead? ● How would you describe how you supervise others and your expectations for individuals that work for

you? ● What skills or training do you seek in someone that would work with you and/or this organization on your

challenges and priorities? ● With the information you have about my education, skills and experience, could I help you with any of your

current needs? What other opportunities should I research further? ● Who do you know that I should talk to next? When I call him/her, may I use your name?

Evaluating Potential Projects

Here are some things to consider as you determine if the project you are considering is a good fit for a capstone project. Remember that the UACS is preparing you to be a professional in public service and your project should require you to work in the field to meet an identified community need. Your capstone advisor must approve your capstone project proposal so it is highly recommended that you communicate with him/her throughout the process.

Is it public service?

How will your capstone project give you the opportunity to engage in public service by engaging those who are marginalized and working on social issues that affect positive social change? Projects should be driven by community needs and have long-term impact.

Will it be challenging?

The capstone is the culminating academic and field experience. Capstone projects focus on a social issue where problems are typically systemic and require the involvement of many people and organizations. They also allow for an immersive experience with an opportunity to exercise discretion in decision-making that extends beyond the mere execution of routine tasks. The projects must be masters-level work that is substantive and challenging.

Do you have the skills and will you use them?

The capstone allows you the opportunity to demonstrate a mastery of the UACS curriculum by applying the knowledge and skill set you have acquired at the School. Applying your UACS skills and knowledge to your project is paramount to this experience. UACS students are trained to work on projects such as:

● developing and implementing an action plan to tackle a problem and evaluate the impact;● facilitating public discussions on social issues;● conducting a needs assessment to study a problem and then develop and implement appropriate solutions;● building or strengthening partnerships, coalitions and/or teams;● designing and conducting surveys, interviews and/or focus groups to collect information about a problem

and recommend solutions;● mobilizing people to take action on social issues;● researching best practices; and,● engaging marginalized populations.

In addition, you will want to determine if you have all of the additional skills required to complete the project. Consider asking the following questions:

● What qualifications are necessary in order to accomplish this project? ● Does an individual working on this project need to have previous experience in specific types of work? If

yes, what experience would that be? ● What training, if any, will the your partner organizations provide to prepare you for your work?

20

Will this project require enough contact hours?

Students are required to engage in a minimum of 250 contact hours with their capstone project, but it is expected that most projects will demand more than the minimum requirement.

Will you have the resources and support you need?

Making sure that you have the following will help ensure that you can accomplish your capstone project.

Organizational support - You will want to determine if your project aligns with organization/community priorities. Asking the following questions can help you determine this:

● Is the project a priority for the potential partner organizations and/or the community?● Is this the right time for this project or are there other priorities that need to be tackled before this project

is a priority? ● Will the project be supported by project stakeholders?● Do you and the potential project partners have a fairly clear idea of what you want accomplished through

the project that is reasonable in the time allotted and supportable?● Are the resources needed to support this project available at this time?

A primary community partner - An individual who is working in the field can be very helpful by providing supervision, mentoring and feedback. That individual can help:

● Orient you to the project, partner organization(s) and community.● Hold regular meetings with you (in-person or by phone) to give feedback about project progress and your

performance.● Provide the support you need to accomplish goals, objectives and key deliverables. ● Give advice and guidance when a problem with the project is encountered. ● Ensure you are meeting project expectations.● Inform you of any developments that may affect your project work.

Resources - The UACS does not provide financial support for most capstone projects (see the Capstone Fellowship details in this manual for details on the one partial funding option that exists). These are some of the resources that could be needed to accomplish a project. If you need these expenses to be covered, you will need to develop a plan to obtain them. You can talk with your community organizations about their ability to cover these expenses. You can also discuss other potential funding sources with community organizations or the school and develop a plan to request funds.

● Travel related to the project (mileage, lodging, parking and meals)● Adequate workspace, office supplies and access to office equipment (e.g., telephone, fax, internet access,

printer, copier) ● Accident and liability insurance coverage (the same coverage is recommended as what would be purchased

for a volunteer)● Project-related supplies

○ Printing and mailings (e.g., invitations, thank you notes, signs)○ Meeting supplies (e.g., room rental, refreshments, A/V equipment, flip charts)○ Technical expertise (e.g., web site designer, legal advisor, database developer, graphic designer).○ Incentives for completing surveys

● Project-related trainings/conferences and travel expenses associated with attending● Stipends

21

Capstone Fellowships

These highly competitive fellowships are awarded to high performing students with demonstrated financial need who propose outstanding capstone projects in high need organizations/areas located outside the Little Rock metropolitan area. Up to $2,000 may be awarded by the UACS for capstone projects that meet the criteria.

Award Criteria

1. Awardees will have proven professional and academic excellence at the Clinton School as well as demonstrated need.

2. Qualifying projects will be excellent projects that align closely with the applicant’s professional public service career goals.

3. The capstone project is not an opportunity that can be found in the Little Rock metropolitan area. We are looking to help fund projects such as those in high-need areas (like the Delta), with organization types that do not exist in the Little Rock area (such as with national policy organizations in Washington, DC), or international projects that are helping you pursue your international public service career goals. 

4. These projects are in organizations/area that are unable to offset the expenses incurred because of limited funding availability.

Application Deadlines

July 15 - For students who will enroll in the capstone during the upcoming fall semesterNovember 15 - For students who will enroll in the capstone during the upcoming spring or summer semesters

Application Requirements

Send the following application materials to the Assistant Director of Field Service Education. 1. A copy of your capstone project topic approval document with the email confirming that your project is

approved from your capstone advisor. Any additional information you would like to provide about your capstone project is welcome.

2. A statement about how your capstone project meets the criteria for the fellowship outlined above.3. A projected capstone budget (see Appendix I). Include a detailed description about any funding any

partners organizations have committed to support you in your capstone work including project support, pay, travel reimbursement, housing, etc.

4. A statement about why you have financial need. Include a detailed description of any funding you have already received from outside scholarships or fellowships to support your capstone work and why you have need beyond that.

5. A letter from any partners organizations that talk about the need for the project, their support of it, detailing any funding they are providing for the capstone (both monetarily and in-kind), detailing any additional support that is needed, and describing why funding is not available for those expenses.

Process

A faculty committee will review applicants’ total performance at the Clinton School and will ask for feedback from Clinton School faculty and staff about that performance. The committee will also confirm your financial need with UALR and your academic qualifications with the Clinton School’s Registrar.

If a fellowship is awarded, funding will not be processed until after a student is enrolled in the capstone course and started their fellowship-approved capstone project.

22

Site Orientation

Unlike in the practicum, your community partners are not always familiar with what you need to complete your project work. Therefore, as you solidify a project, you should request the following that are relevant to your project:

● An introduction to and tour of any partner organizations and the communities where they work.● A time to meet relevant organizational staff members and stakeholders. ● Important dates for the project (important meetings, trainings, deadlines for specific action items, etc.).● Potential risks you are taking by completing this project and how you should handle the situations you

encounter including any emergency contact phone number(s) for any major community partners. See the Risk Management section of this manual.

● Work details including:○ Regular meetings – day, time, location, frequency.○ Office etiquette/expectations – use of technology, dress code, etc.○ Communication expectations - when and how to communicate (phone, email, times of day, etc.).

● Other topics including:○ Any issues of confidentiality with the project.○ Procedure for communicating with press about the project.○ Any relevant office emergency closing policies.○ Safety procedures (fire alarm locations, staff alarm codes, etc.).○ List of dates (holidays, etc.) when organizations are closed.

We have also created a community partner/student agreement template for you to use if you would find it helpful. See Appendix J.

Risk Management

Determining any risks involved in your project work and how to most effectively handle problems encountered is required for your own well-being in your project work. During your project planning process and throughout your project work, you should discuss any potential risks as well as what is recommended with your capstone advisor to avoid and/or minimize those risks. If you are concerned about your emotional, physical or personal health because of your project work, you are required to immediately communicate with your capstone advisor.

Questions to Ask Before You Start

This list is not exhaustive. You may think of other questions that pertain more directly to the nature of your project.

Personal Risks - Is the location of your project work:

● In a high crime area?● In a high traffic area?● In a remote, rural area?● In an unsafe political environment? ● Will aspects of the project be fulfilled in private homes or other unsupervised locations?

Will you be interacting with any individuals who are:● Prone to violent behavior?● Prone to erratic behavior?● Prone to make sexual overtures or other kinds of inappropriate advances or remarks?● Prone to manipulate, panhandle or in any other way exploit?

Will you be working with any organizations that are subject to retaliatory violence or vandalism as a result of:● The population served?

23

● The particular philosophical or political position held by the organizations?

Emotional / Psychological Risks - Is there a possibility that you will:● Encounter random verbal abuse?● Encounter harassment?● Encounter situations of extreme human suffering?

Physical Risks - Is there a possibility that you will:● Be engaged in physical labor that requires lifting heavy objects or climbing scaffolds?● Be engaged in athletic or ropes training activity?● Handle equipment typically used in construction, maintenance or landscaping that might require safety

training?● Be required to drive a vehicle as a part of your work?● Travel in out of door areas where you might encounter unsafe road or trail conditions, poisonous

insects or snakes, uncovered ground wells or mines, or wildlife?● Be engaged in work that requires lifting or moving adults?● Be exposed to persons with infectious diseases?● Be exposed to bodily fluids?● Be exposed to toxic materials of any kind?

Working with Children - Is there a possibility that you might:● Be accused of sexual harassment, child molestation, physical or mental abuse?● Discuss confidential information about a child?

What recommendations does your capstone advisor and any community partners who are working with you offer about any of these potential risks?

Troubleshooting Capstone Problems

If you experience a personal, psychological or physical problem during your capstone, please observe the following procedures:

1. If needed, handle the situation immediately with trained emergency personnel (e.g., call an ambulance, seek medical treatment, call the police).

2. First point of contact: Your capstone advisor3. Second point of contact: If your capstone advisor is not available, contact the Director of Field Service

Education or the Assistant Director at (501) 683-5200. 4. At night in cases of emergencies that relate to your capstone, please call Marie Lindquist’s cell phone at

(901) 634-4248.

If you experience any issues with your project and/or community members involved with your work, please observe the following procedures:

1. Communicate immediately to clarify expectations and clear up any miscommunication.2. If you are not comfortable addressing the problem and/or the problem persists after you address it, contact

your capstone advisor to help determine a course of action. 3. Please keep written documentation of problems you encounter that include specific details. That will assist

the school with determining what needs to occur.

Web Resources

Included in Appendix K is a list of outstanding resources found by faculty and students relevant to UACS fieldwork. These may be useful for you as you create your project plan and execute your project work. Please let the Office of Field Service Education know if additional resources should be added to this list.

24

Appendix A – Statement of Responsibility Release and Waiver of Liability

UNIVERSITY OF ARKANSAS CLINTON SCHOOL OF PUBLIC SERVICE

STATEMENT OF RESPONSIBILITY RELEASE and WAIVER OF LIABILITY

FOR PARTICIPATION IN A CAPSTONE PROJECT

Student: __________________________________

Location of Study: _____________________________________

I am a student at the University of Arkansas UACS of Public Service ("University"). As a requirement of the Masters of Public Service ("MPS") degree, I will participate in a Capstone Project ("Capstone").

1. Acknowledgment and Acceptance of Risk : I acknowledge that the “Capstone” and location I have selected in order to fulfill a requirement of the MPS degree is not under the control of the University and that the University can neither accept nor assume responsibility for my welfare, or for any injuries, claims, or losses arising from my participation in, travel to and from, the Program site. I understand and acknowledge that there are inherent risks involved which are beyond the control of the University and the University cannot guarantee my safety or security. I acknowledge and agree that neither the University, nor its Board of Trustees, agents and employees, nor any cooperating institution, assumes any responsibility for damages to or loss of my property, personal illness or injury, or death to me while I participate in the Program. I freely assume any risks associated with or arising out of traveling, studying and living in the United States or abroad.

If overseas, I acknowledge that I am advised to monitor the United States Department of State web site (http :// www . travel . state . gov ) for updates and information concerning travel to my particular destination and for travel abroad generally. I further acknowledge that I will review any United States Department of State travel advisories, warnings, or other information provided to me by the University and that I freely assume any and all risks, which may arise, concern, or relate to the conditions contained in any advisory statements, warnings, or other information I am provided. I understand that I am free to seek out any additional information I may desire before I choose to travel, study and live at the Capstone site. I agree that, as a condition of participating in the Program, my decision to travel, study and live inside or outside of the continental United States is solely my choice and that I voluntarily assume any and all related risks concerning such activities, including the risk of needing additional information upon which to make an informed choice about whether to participate in this particular Capstone site.

2. Program Changes : I understand and agree that although the University will attempt to maintain the “Capstone” as described and represented, it reserves the right to change the Program, including the itinerary, travel arrangements, or accommodations, at any time if it appears that the educational goals are compromised or if information is received that the program is inappropriate or unsafe. Further neither the University, its Board members, employees, or agents shall be responsible or liable for any expenses or losses that I may sustain because of these changes.

3. Removal from Capstone : I understand and agree that the University reserves the right to remove me from the “Capstone” at any time if my actions or general behavior, in the judgment of the University, is determined to reflect negatively on either the host institution or the University.

4. Waiver, Release and Hold Harmless : I understand and agree that although the University has counseled and emphasized the importance of safety while participating in the Program, there are unavoidable risks in travel and, in particular, in travel overseas. I do hereby forever and absolutely waive and release any and all claims against the University, its Board members, agents, employees and any tour organizer or arranger employed by

25

the University, arising out of or relating to my participation in the “Capstone”, including but not limited to, claims for any injury, loss, damage or accident, delay or expense resulting from the use of any vehicle, any strikes, war, civil unrest, political instability, acts of terrorism, crime, violence, weather, sickness, disease, quarantine, governmental restrictions or regulations, or arising from any act or omission, or any steamship, airline, railroad, bus company, taxi service, hotel, restaurant, school, university, or other firm, agency, company, individual, or any other related entity. I also release the University, its Board members, employees and agents and agree to indemnify and hold them harmless with regard to any financial obligations or liabilities that I may personally incur, or any damage or injury to the person or property of others that I may cause while participating in the “Capstone”.

5. Local Laws and Prohibition of Illegal Drugs : I understand and agree that breaches of the local law of the Program community or country will be referred to and handled by the appropriate law enforcement authorities. Regardless of the laws of any state or foreign country, I further agree that the use of illegal drugs in any form, as governed by the laws of the State of Arkansas and the United States of America, will not be tolerated and may be grounds for immediate removal from the “Capstone” site and loss of all course credit. I understand that while I am a visitor at the “Capstone” site, I will be subject to the laws of the “Capstone” state or country.

6. Independent Travel and Operation of Vehicles : I understand and agree that prior to the start of the “Capstone”, during free time within the period of the Program and after the Program's ending date, I may elect to travel independently at my own expense. I understand that poor road conditions, different traffic laws and regulations and varying insurance requirements can make driving motor vehicles in certain program countries extremely hazardous and is not recommended by the University. If I rent or operate a vehicle while participating in the Program, I agree that such activity is totally voluntarily on my part.

7. Consent to Medical Treatment : In the event I suffer injury or illness while participating in the “Capstone”, I hereby authorize a representative of the University, at my expense, to secure necessary treatment, including, but not limited to, the administration of an anesthetic and surgery and such medication as may be prescribed. It is further agreed that if my condition so requires, I may be required to return to the United State if studying abroad. I further assume any and all risks associated with or arising from any such medical treatment and agree to waive any and all claims, which I may assert against the University, its Board members, representatives, or agents for such medical treatment.

8. Fees : In the event the University, its agents, or employees loan any monies to me, or incur expenses or my behalf, I agree to make immediate repayment upon my return. If I fail to make any such repayment upon my return, I agree that any such debt or obligation shall be subject to collection in accordance with all University policies and procedures, state and Federal laws.

9. Disclaimer of University-Wide Administrative Memorandum 835.1 : By executing this Release and Waiver of Liability, I hereby acknowledge and agree that my participation in the “Capstone” does not constitute any official representation of the University as set forth in University-Wide Administrative Memorandum 835.1 and that a copy of the foregoing referenced memorandum will be provided to me upon request.

10. Severability : I agree that should any provision or aspect of this Agreement be found to be unenforceable, all remaining provisions shall remain in full force and effect.

11. Governing: Law : I agree that if there is any dispute concerning my participation in the Program or the interpretation of this Agreement, any such disagreement shall be determined in accordance with the laws of the State of Arkansas.

12. Entire Agreement and Modification : The terms and conditions of this Agreement represent my complete understanding of the parties with regard to my participation in the “Capstone” and supersedes any previous or

26

contemporaneous understandings I may have had with the University on this subject, whether written or oral and cannot be changed or amended in any way without the written concurrence of both the University and me.

13. Independent Analysis and Binding Authority : I HAVE CAREFULLY READ THIS STATEMENT OF RESPONSIBILITY, RELEASE AND WAIVER OF LIABILITY. AND FULLY UNDERSTAND ITS CONTENTS. I FURTHER ACKNOWLEDGE AND AGREE THAT I HAVE HAD AN OPPORTUNITY TO CONSULT WITH COUNSEL OF MY CHOICE PRIOR TO EXECUTING THIS STATEMENT OF RESPONSIBILITY, RELEASE AND WAIVER OF LIABILITY and ACKNOWLEDGE AND AGREE THAT THIS AGREEMENT SHALL BE BINDING UPON MY SURVIVORS, HEIRS, SUCCESSORS and ASSIGNS. I AM AWARE THAT THIS STATEMENT OF RESPONSIBILITY, RELEASE AND WAIVER OF LIABILITY IS A RELEASE OF LIABILITY, INCLUDING, BUT NOT LIMITED TO, LIABILITY FOR NEGLIGENCE and A HOLD HARMLESS AGREEMENT and I SIGN IT OF MY OWN FREE WILL.

14. Other Releases : This Statement of Responsibility, Release and Waiver of Liability is in addition to and does not revoke or modify, any other agreement or release which I may execute in connection with the “Capstone”.

15. Assurances and Consent : I HAVE READ ALL OF THE ABOVE INFORMATION AND CONSENT TO ALL OF THE FOREGOING PROVISIONS.

I state that I am over the age of eighteen (18) years and am competent to execute this Agreement. Electronic Signature:

Date:

27

Appendix B - International Capstone Project Logistics Portfolio

The following must be submitted to your capstone advisor and the Office of Field Service Education before you leave the U.S. for an international capstone project:

A scanned image of your passport and visa (if required). Proof of the purchase of travel health insurance for the duration of your trip. This also must include proof

that the health insurance includes required elements (i.e., your travel health insurance must cover emergency medical evacuation and repatriation of remains). Also include, your travel health insurance hotline phone number.

The IRB requirements for your destination country. Travel risk assessment and mitigation information:

o Has your destination country had a State Department Travel Warning issued since May 1st, 2008? If yes, send the Travel Warning.

o Has your destination country had a State Department Travel Alert issued since May 1st, 2008? If yes, send the Travel Alert.

o Briefly discuss the level of risk associated with each of the following risk factors in your destination country:

Civil Unrest- Petty Crime (Muggings/ Robbery)- Kidnap/ Abduction- Cultural (customs, dress, religion, political tension)- Language Barrier- Legal Differences- Deadly Animals- Unsanitary Food- Access to Clean Water- Extremes of Temperature- Natural Danger (Monsoon, Typhoon, Avalanche, Earthquake, Volcano)-

o Which vaccinations/ prophylaxis does the CDC recommend for travelers heading to your destination country? Provide a list. Also include specific details about what you have done to prepare for exposure to these diseases.

o Please list a doctor and hospital operating in your project area. It may be helpful to use this link: http://travel.state.gov/travel/tips/emergencies/emergencies_1195.html

o Please list the address and contact number for your nation of citizenship’s closest embassy or consulate.

All flight itineraries associated with your capstone project. A scanned image of the State Department Smart Traveler Registration Confirmation. See:

http://travel.state.gov/travel/tips/registration/registration_4789.html A confirmation email from the Director of Information Technology stating that your computer has been

checked and is ready to go.

28

Appendix C - Request for Determination Form

IRB Protocol #:

Request for Determination

The UALR Institutional Review Board must review Clinton School field projects that involve human subject research. No

human subjects research can begin until you have received approval from the IRB. Complete this form to request a determination. This form must be typed.

Note: UALR policy requires that all researchers successfully complete training in the protection of human subjects in

research.* With this form, include documentation of the successful completion of CITI training for all individuals involved in conducting the research.

Principal Investigator: Email:

Department: Phone:

Faculty Advisor:

(if PI is a student)

Email:

Department: Phone:

Project Title:

Sponsor (if externally funded):

Anticipated Start Date: Anticipated End Date:

This project qualifies for exemption(s): 1 2 3 4 5 6(See last page)

Description of human subjects:

Are any subjects under 18 years of age? Yes NoAre any subjects confined in a correctional or detention facility Yes NoAre personal records (medical, academic, etc.) used without written consent? Yes NoAre personal records (medical, academic, etc.) directly or indirectly identifiable? Yes NoAre data (quantitative or qualitative) from subjects used without written consent? Yes No

29

Are data (quantitative or qualitative) directly or indirectly identifiable? Yes NoIs pregnancy a prerequisite for serving as a subject? Yes NoIs any of the research conducted at a location other than UALR? Yes NoIf yes, where:

Abstract: Provide the information listed below. Use additional pages if necessary. 1. State the purpose of the project or research.

2. State briefly how the human subjects will be recruited.

3. State briefly what the subjects will be required to do.

4. Describe the nature of the data to be obtained.

5. Describe how anonymity or confidentiality will be maintained or if it will not be maintained.

6. Attach letter(s) of consent, questionnaires, survey forms, recruitment materials, scripts, interview questions and other related documents

Principal Investigator: I certify that the information provided above is correct and that this research project will be conducted in accordance with federal regulations and UALR IRB policies and procedures on research with human subjects.

Signature: Date:      

Signature of Faculty Advisor: Date:      (if PI is a student)

For questions about the UALR IRB process, please contact:Institutional Review BoardOffice of Research and Sponsored ProgramsOttenheimer Library 504501-569-8657

Send ONE COPY of this form and all supporting documents with original signatures to irb@ualr.edu. Electronic submissions are accepted.

* The UALR policy on training in the protection of human subjects can be found at:

http://www.ualr.edu/orsp/irb.shtml.

Submit this form at least two weeks prior to the next scheduled IRB meeting to assure review at that meeting. A decision memo can be expected within ten working days after the scheduled meeting.

30

LIST OF EXEMPT CATEGORIES[As listed in Code of Federal Regulations, Title 45, Part 46.101(b)]

1. Educational Research Conducted in Educational Settings : Research conducted in established or commonly accepted educational settings, involving normal educational practices, such as

a. research on regular and special education instructional strategies, or b. research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom

management methods.2. Survey/Interview/Observational Research : Research involving the use of educational tests (cognitive, diagnostic,

aptitude, achievement), survey procedures, interview procedures, or observation of public behavior unless a. information obtained is recorded in such a manner that human subjects can be identified, directly or through

identifiers linked to the subjects; andb. any disclosure of the human subjects' responses outside the research could reasonably place the subjects at

risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation.

3. Survey/Interview Research Not Exempted in (2) Above: Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures, or observation of public behavior that is not exempt under paragraph (b)(2) of this section, if

a. human subjects are elected or appointed public officials or candidates for public office; or b. federal statute(s) require(s) without exception that the confidentiality of the personally identifiable

information will be maintained throughout the research and thereafter. 4. Secondary Use of Existing Data : Research involving the collection or study of existing data, documents, records,

pathological specimens, or diagnostic specimens, if these sources are publicly available or if the information is recorded by the investigator in such a manner that subjects cannot be identified, directly or through identifiers linked to the subjects.

5. Evaluation and Demonstration Projects of Federal Programs : Research and demonstration projects that are conducted by or subject to the approval of department or agency heads, and that are designed to study, evaluate, or otherwise examine

a. public benefit or service programs; b. procedures for obtaining benefits or services under those programs; c. possible changes in or alternatives to those programs or procedures; or d. possible changes in methods or levels of payment for benefits or services under those programs.

6. Taste and Food Quality Studies : Taste and food quality evaluation and consumer acceptance studies, a. if wholesome foods without additives are consumed; or b. if a food is consumed that contains a food ingredient at or below the level and for a use found to be safe, or

agricultural chemical or environmental contaminant at or below the level found to be safe by the Food and Drug Administration (FDA) or approved by the Environmental Protection Agency (EPA) or the Food Safety and Inspection Service of the US Department of Agriculture (USDA).

LIMITATIONS TO EXEMPT CATEGORIES

Exemption 2 does not apply to the following types of research involving children: surveys, interviews, and observations of public behavior when the investigator is a participant in the activities being observed.

Research involving prisoners, pregnant women, people not competent to provide informed consent, or fetuses cannot be exempt.

Research involving use of personal records such as health care information, drug and alcohol treatment records, psychiatric treatment records, educational records, and other records protected by the Federal Privacy Act and other federal and state laws cannot be exempt.

31

Appendix D - The Clinton School IRB Guide

All field projects at the Clinton School require that students follow the guidelines established in the Belmont Report3 for the ethical treatment of human subjects. That means that anytime you talk to people in a systematic way or review raw data collected from human subjects (this is called “human subjects research” in this section), a Request for Determination must be submitted to the University of Arkansas at Little Rock’s (UALR’s) Institutional Review Board (IRB).4 You cannot start any part of your human subjects research (including the recruitment of human subjects) until you receive a decision from the IRB. In addition, the response received from the IRB along with all documents submitted to the IRB when seeking their approval must be on file with your faculty advisor and the Office of Field Service Education before human subjects research begins.

It is your responsibility to obtain a decision from the IRB before you start any human subjects research. You also must notify them of any significant modifications you make in your research protocol after you have received approval from the IRB. If you do not, there are serious repercussions that will vary depending on the severity of the offense. They could range from obtaining a lower grade to removal from the Clinton School.

Request for Determination Form

Make sure you use the Request for Determination form modified by the Clinton School.5 The Clinton School’s form can be found on the Canvas course site.

General Information on the Request for Determination Form

Only one student is listed as the Principal Investigator (PI). If you have a team project, select the one person who will have this responsibility.6 Include that individual’s Clinton School email address and direct phone number.

Your faculty advisor is the contact on the form as long as they are CITI trained.7 Their specific email address, department and direct phone number are included.8

Writing the Abstract for the Request for Determination:

When writing the abstract, write each section in a cohesive way. The more clear and concise you are, the better. Remove all repetition and avoid using Clinton School jargon that will not be understood by an outside audience.

Section 1: State the purpose of the research

Here are some questions to answer in a cohesive way within Section 1: What is the human subjects research?

3 The Belmont Report can be found at http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html4 If your project requires you to submit to a different Institutional Review Board system, please confirm that with your faculty advisor. Once confirmed, you may go through that institution’s process rather than the UALR process. Be sure to submit all of the required documents for that system’s requirements to your faculty advisor and to Canvas.5 Do not use the Request for Review form found on UALR’s website. It is not the correct version for the Clinton School’s process. 6 For team projects, this responsibility includes being the communication liaison between the team and the IRB. The responsibility does NOT include developing and implementing the human subjects research protocol; a role accomplished by the team as a whole. 7 For students who have faculty advisors that are not CITI trained, Marie Lindquist is listed as the faculty advisor in all parts of the paperwork. Currently, Marie serves as the IRB faculty advisor for Dean Rutherford's and Don Ernst's students. 8 You do not include the general Clinton School phone number. 32

What community organizations are working on this project and in what role? What exactly do you hope to discover through your research? Why is your human subjects research being done? What types of individuals and/or groups of people are you going to be talking to? Do they have any

common characteristics? If yes, what are they? Approximately how many people will be participating (e.g., interviewed, surveyed, etc.)? If working with already collected raw data:

i. How was that data collected?ii. From whom?

iii. By whom?

All of the following information needs to be included in this section: 1. A brief description of the human subjects research9 part of your project. 2. A description of the relationship you have with any community organizations involved in that human subjects

research.a. When working with a community organization that has asked for the human subjects research to be

accomplished, be sure to state that relationship clearly. Example:i. Arkansas Legal Aid asked us to survey low-income Arkansans about their legal needs.

3. A description of your human subjects.a. Examples:

i. We will be surveying the first 100 African American females from Pulaski County who agree to participate.

ii. We will contact all 53 Little Rock small business owners that are members of the Sustainability Consortium. We will interview everyone who agrees to participate.

4. The names of any researchers involved in your project. a. If you are working on a team project, include all team members’ names. Example:

i. The team of students completing this project includes [insert names here]. b. The names of anyone who will work with your raw data (i.e., taking notes, typing up the interview

notes, finding themes) must be included.10

c. A CITI training completion document must be attached to the Request for Determination for anyone named.

5. If relevant11, include a description of any conflicts of interest12 that might exist relevant to your project and how you will manage those conflicts of interest during your research.

Section 2: State briefly how the human subjects will be recruited

Include the following information in this section: 1. A description of your recruitment methods. How will you get your human subjects to participate?

a. Examples:i. We will stand outside of supermarkets around Little Rock and ask people entering and exiting if

they would complete our survey.ii. Using the contact information collected by DHS, interviewees will be contacted by email to

participate in the study. 2. Answer these questions only if they are relevant to your human subjects research:

9 Human subjects research for the Request for Determination is defined as anytime you talk to people in a systematic way or review raw data collected from human subjects.10 You do not include your faculty advisor since he/she is already listed on the first page of the Request form. 11 You only include information about conflicts of interest if there are any. You do not include anything about conflicts of interest if you don’t have any.12 Conflicts of interest to consider include recruiting participants who are your students, employees, colleagues, and/or subordinates. It also includes if you might receive some type of financial benefit because of the research. More information about conflicts of interest in research can be found at http://www.research.umn.edu/irb/guidance/coi.html#.VDWPJvl4rYg33

a. Does the recruiting methodology unfairly identify only certain groups? If yes, in what ways and what is the justification for that?

b. If working with already collected raw data, how were the human subjects recruited to participate?c. What procedures have you put in place to ensure that you are not coercive or unduly influencing your

participants?13 i. Undue influence occurs through an offer of an excessive or inappropriate reward or other

overture in order to obtain compliance. For example, an investigator might promise psychology students extra credit if they participate in the human subjects research. If that is the only way a student can earn extra credit, then the investigator is unduly influencing potential subjects. If, however, she offers comparable non-human subjects research alternatives for earning extra credit, the possibility of undue influence is minimized.

ii. Undue influence can also be subtle. For example, students might feel pressure to participate in human subjects research if everyone else in the class is doing so.

iii. Coercion is when one person intentionally presents an overt or implicit threat of harm to another in order to obtain compliance. For example, an investigator might tell a prospective subject that he or she will lose access to needed health services if he or she does not participate in the human subjects research.

d. If you plan to provide incentives to participants, what are they? How are you ensuring that they are being fairly distributed and not coercive or unduly influencing participants?

e. Does exclusion from the research keep any population from receiving equal benefits from the proposed human subjects research? If yes, how is that justified?

Section 3: State briefly what the subjects will be required to do.

Include the following in this section: 1. A description of what the human subjects are agreeing to do. Will participants be asked to participate in an

interview or focus group or participate in something else in a face-to-face manner? Will they be asked to complete a survey or something else in written or electronic form? What is being asked of them? How long will everything take?

a. Examples:i. Participants will be asked to reserve one hour of time for us to interview them. During the

interview, we will ask 10 open-ended questions. ii. Participants will be asked to complete a survey that contains 20 questions. The survey should

take approximately 20 minutes to complete.2. Describe the consent/assent process.

a. Examples:i. Participants will access our electronic survey that begins with a description of our project and

then asks them to provide their consent to participate. ii. Participants will be given a consent form at the beginning of the interview. They will be given

time to review the form and decide if they would like to sign it and participate in the interview.3. A description of how you are ensuring that participation is voluntary14 or a justification if it not voluntary.

Include a description of any issues that might appear to make participation not voluntary and the procedures you have put into place to ensure that it is.

4. A description of the risks (psychological, physical, social, legal or economic) associated with participating.15 In what ways is the level of risk appropriate for the potential benefit to the participants? In what ways have you minimized risks as much as possible? How have you informed participants of the risks involved?

13 Information for this section came from: http://answers.hhs.gov/ohrp/questions/725014 If you have a compelling reason for why participation should not be voluntary for your project, discuss this with your faculty advisor and how to develop protocols appropriate for that.15 There are always risks that are associated with participating and it is important to think about all of them. See the examples found at this website for ideas: http://www.uwsuper.edu/irb/risks.cfm34

5. A description about procedures for participants who withdraw early from the study. Are there any penalties to a participant for withdrawing from the study at any time? If yes, what are they? If no, be sure that is made clear in this section.

6. Include only if relevant to your research:a. There are two procedures that are commonly referred to as deception: providing false information to

subjects and withholding information from subjects until their participation in the human subjects research is completed.16 If you plan to use either procedure, talk to your faculty advisor and include the scientific justification for either method on your Request for Determination.17

b. If working with already collected raw data, i. Did human subjects participate in a consent/assent process if one was needed?

ii. Was participation voluntary? iii. Were participants notified of the risks that might be involved?iv. Was deception used in some way? If yes, how was it used and how were participants notified of

that use?

Section 4: Describe the nature of the data to be obtained.

1. Specifically describe the types of information you are gathering from participants. a. Example:

i. Participants will be asked about their experience working with ex-offenders and the services that ex-offenders need.

b. In this section it is NOT helpful to use terms such as “qualitative” or “quantitative”. You need to be more specific than that.

2. Specifically describe any sensitive private information you are collecting (i.e., income, religious preference, sexual behavior, illegal behavior, political beliefs, health information, and activities in countries with political violence, police states, etc.).

3. If working with already collected raw data, describe the information that was gathered from participants.

Section 5: Describe how anonymity or confidentiality will be maintained or if it will not be maintained.

Include the following in this section: 1. Describe if participation, data and reports of that data will be anonymous, confidential or neither anonymous

nor confidential. Include the processes you will use. Include:a. Once you have collected your signed consent/assent forms, who will keep them? Where? In what form?

For how long? Who will have access to them? b. Describe how you will record the information you are gathering (i.e., taking notes, using a voice

recorder and then transcribing the recordings, obtaining written information from the participants).c. Describe how you will keep your data during and after your research. According to UALR’s IRB, human

subject research records (i.e., data, consent/assent forms) must be kept for at least three years after a project is complete. Who will keep those records? In what form? In what location? For how long? Who will have access to it? Example:

i. Our data is owned by (insert partner organization name here). It will be kept electronically on Google Drive which is password protected. If will be kept for at least three years. It will only be available to the researchers, faculty advisor, and project supervisor.

d. If relevant to your project also include the following:i. Describe the protocols you will use to ensure anonymity and/or confidentiality of participants.

16 Revised from: Harvard University. (June 2013). QUICK TIPS for Completing the Application Form. http://www.fas.harvard.edu/~human subjects research/hum_sub/index.html#forms17 Regardless of whether subjects are actively deceived or information is withheld until participation is complete, the consent process and form should not be deceptive in any way. There may be legitimate reasons for withholding information from subjects until the debriefing session, but the consent form itself must neither deceive nor mislead subjects.35

ii. Describe the protocols you will follow to ensure that no identifying information is included in your data. Anonymity and confidentiality are more ensured if identifiers (names, organization affiliation, etc.) are removed. Describe when and how in the process you will strip identifiers (erase, black out, delete in transcription).

iii. If your report(s) will be anonymous and/or confidential and if you did not remove identifiers from your data, describe when and how you will remove identifiers when writing your report(s).

iv. If you are collecting sensitive private information (income, religious preference, sexual behavior, illegal behavior, political beliefs, health information, and activities in countries with political violence, police states, etc.), describe the procedures you will use.18 Examples:

1. Use a key code and keep the key in a secure location separate from the data.2. Use a courier service (UPS, DHL, FedEx) to ship your data home from abroad if there is a

possibility that data might be confiscated at customs.3. Encrypt data on laptops.

v. If working with already collected raw data, what protocols were put into place regarding anonymity, confidentiality, or neither anonymity nor confidentiality? What procedures will you use with your data and reports that follow those protocols?

Section 6: Attach letter(s) of consent, questionnaires, survey forms, interview questions or other related documents.

Include anything related to the recruitment of participants, the consent/assent process, and the process of data collection. This includes:1. Include your exact data/information collection tools (surveys, interview protocols and questions, etc.).

Examples:a. If you plan to conduct an on-line survey, submit a copy of the exact survey designed in the on-line tool19

you plan to use. Include the introduction to the survey as well.b. If you plan to conduct interviews, submit your exact interview questions along with any introductory

and concluding information you will share with participants.2. Include your exact recruitment and outreach materials (posters, press releases, email templates, etc.). Include

anything that you will use to encourage people to participate in your project. Be sure to include in these materials the purpose of your project, the benefits of participating, the time commitment required, and the name and specific contact information for the individual who is the contact for questions. Examples:

a. Include the email template(s) of the emails you plan to send that ask people to participate in your interviews.

b. Include the poster you will hang at the local community center to invite people to participate. c. If you will attend certain meetings or events to recruit, include a list of which meetings/events and

what will you say about your project to recruit participants.d. If you will go door-to-door, include a list of the neighborhoods where you will canvas and what you will

say to those that answer the door.3. Include your specific consent and assent forms. 4. Include the introductory information to your data collection methods (i.e., the script of what you will say before

a focus group begins, the introductory information to your survey)

Informed consent and assent processes20

18 Revised from: Harvard University. (June 2013). QUICK TIPS for Completing the Application Form. http://www.fas.harvard.edu/~human subjects research/hum_sub/index.html#forms19 The school has a SurveyMonkey account that students can use for any on-line surveys. Email Marie for the details if you want to use it.20 An exception to the consent process can be made for very brief interactions with subjects in public places (i.e. giving people a candy bar in exchange for anonymous data like making quick ratings or answering a page worth of questions about non-sensitive issues) where subjects readily grasp what is being asked of them with minimal explanation. If you would like to develop a procedure for this, discuss it with your faculty advisor.36

Informed Consent

Informed consent is the process by which a participant learns what s/he's getting him or herself into if s/he decides to participate in your project. In cases where there is some risk involved in participating, the participant must document in writing that s/he agrees to participate.21

Include an appropriate way to consent for each of your data collection tools.22 Some of the ways that consent can be obtained include having participants sign a consent form or check boxes at the beginning of an electronic survey.

The following must be included in consent information: The purpose of your project. Who you are and how you are connected to the project. The ways that you are asking them to participate. Include a description of what you are asking them to do

and how long it will take. Explain the benefits of their participation. Explain any risks (psychological, physical, social, legal or economic) that might be associated with

participating.23 If there are risks, describe how the appropriate level of anonymity and/or confidentially will be maintained for participants. If there are no significant risks, you may choose to have participation be neither anonymous nor confidential. If that is the case, explain how their information will be included in your final document(s).

When, where and for how long their data will be kept. A description of how you are ensuring that participation is voluntary, that they may stop being involved at

any time, and that they may choose not to answer specific questions. Participation must be voluntary unless there’s a compelling reason for it not to be.24 Include a description of any issues that might appear to make it not voluntary and how participants can be reassured that it is. Example:

o Employees might feel that they must participate as a requirement of their job. On your consent form, you want to make it clear that participation is voluntary and that there will be no penalty from the company if an employee chooses not to participate.

Include any of the following information that is relevant: o Are there any alternative processes that might be advantageous to the participant? If yes, what are

they? Example: If a potential participant is not available in person for an interview, can you offer them a

phone interview option? If they don't have a computer to complete an on-line survey, can they call a phone number

and complete it by phone? o A description of any incentives25 available to participants.

Will they receive the incentive even if they choose not to participate? Will they receive the incentive if they agree to participate and then choose not to complete

their participation in full? o Procedure regarding early withdrawal from the research:

21 Revised from: Harvard University. (June 2013). QUICK TIPS for Completing the Application Form. http://www.fas.harvard.edu/~human subjects research/hum_sub/index.html#forms22 The UALR IRB website has examples of different types of consent forms at http://ualr.edu/irb/index.php/home/irb-forms/. Examples are also easy to find on-line. Try to make the consent form as user friendly as possible. 23 There are almost always risks that are associated with participating and it is important to think about all of them. See the examples found at this website for ideas: http://www.uwsuper.edu/irb/risks.cfm24 If you have a compelling reason for why participation should not be voluntary for your project, discuss this with your faculty advisor and how to develop protocols appropriate for that. 25 If you are considering providing incentives, read Offering Incentives for Research Participation by Maggie Frederick found on Canvas. The Clinton School will NOT pay for incentives. However, you may obtain donations, your community partner can provide them, or you can come up with other creative ways to provide incentives.37

Are there any penalties to a participant for withdrawing from the study at any time? If yes, what are they? If no, be sure that is made clear.

How will their data be included if they do not complete their participation in full (i.e., only fill out part of the survey)?

Full name and contact information for the PI and faculty advisor26

o You must include the PI’s direct phone number and the faculty advisor’s direct phone line. The Clinton School’s general phone number is not appropriate for either.

o If contacting participants though email or other on-line tools, you also must include a direct email address for both.

Contact information for the IRB at UALR. This exact statement must be included:o This study has been reviewed and approved by The University of Arkansas-Little Rock's

Institutional Review Board (IRB). The IRB has determined that this study meets the ethical obligations required by federal law and University policies.  If you have questions or concerns regarding this study please contact the Principal Investigator or Faculty Advisor. If you have any questions regarding your rights as a human subjects research subject, please contact the Research Compliance Office at 501-569-8657 or irb@ualr.edu.

A statement that describes what they are agreeing to do and a way for them to show their agreement. Example:

o By signing this form, you confirm that you understand the information here and agree to participate. You understand that participation is voluntary and you may withdraw at anytime, without any negative consequences.27

Assent28

Minors cannot give informed consent for themselves, but they must "assent." In other words, if a mom gives "permission" for her son Johnny to participate but Johnny doesn't want to (i.e., he does not assent), he doesn't participate.

When planning consent procedures for minors therefore, you need to develop a parent permission form for parents to sign. A parent permission form contains the same details as a consent form. You can just adjust the language to suit parents, relabeling it "Parent Permission Form". Parents must also be given the opportunity to review the data collection tool before deciding whether or not to let their child participate.

A child assent process must also be developed.29 The child assent process needs to include age appropriate information that the child will use to decide if s/he wants to participate or not.

Procedures for safeguarding your participants, data and reports

You must determine the level of anonymity and/or confidentiality that you will maintain for participants and the information they provide. Once you decide, you must establish the procedures required to maintain that level. You also must make it clear to participants on the consent/assent forms how their information will be used and safeguarded, if safeguarding is needed.

Anonymity and confidentiality definitions

26 Subjects have a right to know whom to contact if they have second thoughts about what they agreed to, so you need to let them know how to contact you directly. 27 From Allison Meyer's Sarus Potential Partner Consent Form.28 Revised from: Harvard University. (June 2013). QUICK TIPS for Completing the Application Form. http://www.fas.harvard.edu/~human subjects research/hum_sub/index.html#forms29 Assent form examples can be found on UALR’s IRB website at: http://ualr.edu/irb/index.php/home/irb-forms/38

It is easy to confuse participation, data, and the final report when discussing confidentiality and anonymity.30 Be sure to use your terms correctly.

Participation is anonymous when the researcher does not know who has participated, though the researcher may know who was invited to participate.

Participation is confidential when the researcher does know participants’ identities but will not reveal them.

Data are anonymous when no one, not even the researcher, can link the participants’ identity to the data. Data are confidential when the researcher could link data to individual participants but this information

will not be revealed. Reports of the data are anonymous when no one reading the report could determine the identity of a

participant, directly or indirectly. If the data are reported so that participants’ identities could be determined, directly or indirectly, the

report is neither confidential nor anonymous. It is perfectly acceptable to complete research that is neither confidential nor anonymous. In fact all focus groups fall into this category.31

Ways that privacy and confidentiality may be compromised

Participants' privacy and confidentiality may be compromised at many points in the research process. You should work to set up protocols to avoid these problems. Examples include32:

Simply being observed talking to the researcher or being seen at the data collection site might harm participants involved in research about stigmatizing behaviors.

Confidentiality may be compromised if participants are interviewed in a public place where the conversation may be overheard.

Some researchers have lost their data when their luggage or laptop was stolen. Data may be subpoenaed.

Include the following in your procedures

Participation: Will participation in your project be anonymous, confidential, or neither anonymous nor confidential? If relevant, describe the protocols you will use to ensure anonymity and/or confidentiality of participants. Once you have collected your signed consent/assent forms, who will keep them? Where? In what form? For

how long? Who will have access to them? Recommendations:o We recommend that you create an electronic document with all of your signed consent/assent

forms by sending yourself a PDF document on a copy machine. o You, your faculty advisor, and your project supervisor should keep a copy electronically on a

password-protected computer for three years. o All other versions need to be destroyed. Shred any paper copies. Erase the results on electronic

surveys. o If anonymity or confidentiality is promised, the consent/assent forms need to be kept in a separate

location from the rest of your data. Data:

Will your data be anonymous, confidential, or neither anonymous nor confidential? How will you record your data (i.e., taking notes, using a voice recorder and then transcribing the

recordings, obtaining written information from the participants)?

30 Revised from: Harvard University. (June 2013). QUICK TIPS for Completing the Application Form. http://www.fas.harvard.edu/~human subjects research/hum_sub/index.html#forms31 The other participants of the focus group know who participated making it impossible to keep that information confidential or anonymous.32 Revised from: Harvard University. (June 2013). QUICK TIPS for Completing the Application Form. http://www.fas.harvard.edu/~human subjects research/hum_sub/index.html#forms39

Once you have collected your data, who will keep it? Where? In what form? Who will have access to it? For how long? Example:

o Our data is owned by (insert organization name here). It will be kept electronically on Google Drive which is password protected. If will be kept for at least three years. It will only be available to the researchers, faculty advisor, and project supervisor.

If relevant, what protocols will you follow to ensure that no identifying information is included in your data? Anonymity and confidentiality are more ensured if identifiers (names, organization affiliation, etc.) are removed. Describe when and how in the process you will strip identifiers (erase, black out, delete in transcription).

Recommendations:o We recommend that you create electronic documents out of all of your data collected. o You, your faculty advisor, and your project supervisor should keep a copy electronically an a

password-protected computer for three years. o All other versions need to be destroyed. Erase any recording device. Shred any written documents.

Erase the results on electronic surveys. o If you are collecting sensitive private information (income, religious preference, sexual behavior,

illegal behavior, political beliefs, health information, and activities in countries with political violence, police states, etc.)33, consider:

Using a key code and keeping the key in a secure location separate from the data. Encrypting data on laptops.

Reports: Will your reports of your data be anonymous, confidential, or neither anonymous nor confidential? If your reports will be anonymous and/or confidential and if you did not remove identifiers from your data,

describe when and how you will remove identifiers when writing your reports.

Check your Request for Determination

Have you addressed the following in your project protocol? Did you consider how to compile and analyze the information you collect? You want to be sure to collect your

data in a format that can be easily analyzed. Your faculty advisor will be able to help you determine this. Do the relevant data collection tools and recruitment materials inform participants of the level of anonymity

and/or confidentiality? Do you primarily ask open-ended questions during interviews and focus groups? These types of questions

obtain richer information. Are all of your documents written for the literacy level of your participants? You should work towards writing

at an 8th grade reading level unless your population requires something different. Have you considered the best ways to reach the participants you want? Are they best reached by email, mail,

door-to-door, at local businesses, in other ways? How long can you reasonably expect someone to participate in your survey, interview, focus group? Did you

design your protocol and questions to ensure that you will stay within that time frame? Are you writing in an accessible, inviting way that encourages participation? Is everything clear and concise? Have you avoided using Clinton School jargon and broad terms that will not be understood by an outside

audience? These are some of the terms to use carefully: o Key Informants, Experts, Laypersons, Stakeholders - Who exactly are you referring to? Specifically

describe them. Examples: Rather than using the term key informant, you describe them as small business owners in Little

Rock. o Quantitative, Qualitative, Open-Ended, Close-Ended, Primary, Secondary - You need to be specific about

the exact information are working to obtain, not the types.

33 Revised from: Harvard University. (June 2013). QUICK TIPS for Completing the Application Form. http://www.fas.harvard.edu/~human subjects research/hum_sub/index.html#forms40

o Surveys - Be specific about what kind. Is it an in-person interview? A phone interview? An in-person paper questionnaire? An on-line questionnaire? A mailed questionnaire? A focus group?

o Practicum, IPSP, Capstone – These terms are now known outside the Clinton School.o Best Practices - Exactly what information are you collecting? o Sustainable - This term means many different things. How are you using it? Is that clear? o Deliverable - Exactly what are you creating? A report? A brochure? A journal article? Something else?o Recorded - Will it be audio recorded? Video recorded? Notes taken? o Needs Assessment, Evaluation, Asset Map, Impact Study – Be specific about exactly what you are doing.

Have others reviewed your materials to give you feedback?o Have you tested your data collection tools?

Are you obtaining the information that you want to obtain? Are they free of any errors? Are they easy to understand? Are electronic versions set up correctly? Do the introductions provide the appropriate information to encourage participation? Note: When testing your data collection tools that involve human subjects, you cannot record

the information you obtain or use it in your final report. It is recommended that you ask people to participate who are similar to your potential participants but whom you will not recruit to participate later.

o Have they reviewed your recruitment materials? Do they contain all of the important information? Would they encourage participation?

o Have they reviewed your consent/assent processes? Are their questions answered? Are they encouraged to participate?

Have you discussed your safeguarding procedures with your faculty advisor and project supervisor?o Do they believe that you included the safeguarding procedures that are necessary? o Do they agree to follow the procedures you have developed?

Submit your Request for Determination

Submission Process

1. Complete the Request for Determination and all supporting documents. 2. Send it to your faculty advisor for their feedback. 3. Make the edits required by your faculty advisor. You will be required by him/her to make edits until they

believe your protocol is ready to submit.4. Obtain your faculty advisor’s signature and CITI Training Completion Report (only after you have made all

of their required edits). 5. Compile the signed Request for Determination, all supporting documents, and all CITI Completion Reports

including your team members’ and faculty advisor’s. If anyone else will be working with the raw data, their CITI Completion Reports must also be included.

6. Scan all documents on a copy machine to create one PDF file.7. Send the PDF file by email to irb@ualr.edu.

Within 48 hours

If you do not receive notification within 48 hours that your Request for Determination was received, you should call the Research Compliance Officer at 501-569-8657 to check on its progress.

Within 2 weeks after submission

41

If you have not received a notification about your submission (e.g., a request for edits, a full board review notification, a finding of not human subjects human subjects research, etc.) within two weeks of submission, you should notify Marie.

Five weeks

You should expect the IRB process to take approximately five weeks. This includes two weeks for initial review, one week for you to complete revisions, and two weeks for the review of your revisions. This can take longer if you take longer to submit revisions, if your research required full board review, if you submit incomplete revisions, or if you submit close to or during the semester break (between November 1 and February 1).

Human subjects research that involves vulnerable populations or asks sensitive questions is considered high risk and will take longer to process. The researcher(s) must attend one of the IRB monthly meetings to discuss their submission before the IRB makes a decision. If your protocol is in this category, the PI will be contacted by UALR and a date to attend one of their meetings will be decided upon. Examples of high-risk research include:

Asking questions that may endanger someone’s livelihood. Working with a federally protected class of research participants (e.g., prisoners, minors, mentally

incapacitated, pregnant women) Asking questions about sex.

Submit any Required Edits

If the IRB requests revisions to your Request for Determination, you must highlight the changes you make to your original submission so the IRB can see your edits. You must sign the newly revised version and obtain your faculty advisor’s signature on the new version. This should then be made into a PDF file and sent to irb@ualr.edu.

Receive a Decision from the IRB

The IRB will determine if your protocol is: Exempt – These protocols require IRB oversight but have minimal risk. You must align all of your work with

your submitted protocol. If you make changes to your protocol, you must submit a Request for Modification.

High Risk – These protocols involve vulnerable populations or ask sensitive questions. Once you receive a decision, you must follow your submitted protocol exactly. If you make changes to your protocol, you must submit a Request for Modification.

Not Human Subjects Research – These protocols do not require IRB oversight. You can make any changes that you want to your protocol as long as you don’t change it in a way that might require IRB oversight.

Once you receive a decision from the IRB, upload the decision notification to Canvas and start your the human subjects research part of your project.

Other Information

Project work that does not require IRB approval

While you are waiting for the IRB to respond, you can accomplish any project work that is not part of your human subjects research. That could include:  

You can talk to people as long as you do not use what they say in your final documents. You can plan any events that are included in your project. You can work on obtaining the resources you need to complete your project work.  You can obtain the contact information of your human subjects to use once you obtain an IRB decision.

42

You can build relationships with people involved in your project as long as you do NOT recruit them to participate in your human subjects research. For those that might be involved in your human subjects research, you cannot record the information you obtain or use what they say in your final report. 

You can get to know the community where you are working. You can work on team building and creating systems to complete your work effectively.  You can start writing and formatting your final paper, incorporating the feedback you received on your

project plan. 

Request for Protocol Modification

Once you have received a decision from the IRB, if you make significant changes to your protocol, you must submit a Request for Modification.34 Examples of when you would need to submit a modification include: changing your recruitment strategy, adding a researcher, changing your data collection methods, changing the target population, asking new questions.

Request for Continuing Review

IRB approval is granted for one year. If your human subjects research extends beyond one calendar year, you must submit a Request for Continuing Review35 four weeks prior to the date that your most recent IRB approval was granted.

Adverse Event36

If an unanticipated harmful incident or detrimental outcome is experienced by a participant as a result of participation in your human subjects research, immediately complete UALR’s Adverse Event Form to report the incident within 24 hours of the initial discovery. Adverse events include any incident or event that results in harm whether psychological, physical, social, legal, economic, or if it puts the participant at more than a minimal risk.

It is the responsibility of the human subjects researcher to report any incident not only in the case where there is a clear cause-effect relationship, but also when there is only a possibility that that the participant suffered harm because of their participation in the human subjects research study.

34 You can find the form on the UALR’s IRB website.35 Found on UALR’s IRB website36 Taken directly from: http://ualr.edu/irb/index.php/home/irb-review-process/43

Appendix E – Work Log Template

Capstone Work Log

For (insert your name here)Date of Activity Capstone Activity

Hour(s) per Task

Total Hours this Time Period 0.00Total Completed Capstone Hours 0.00

44

Appendix F – Press Release Example

News ReleaseSeptember 22, 2009

For more information:Ben Kaufman, 262-389-9791

Clinton School students to help Goodwill reduce recidivism in Central Arkansas

LITTLE ROCK – As part of their coursework, three students from the University of Arkansas Clinton School of Public Service will work alongside Goodwill Industries of Arkansas (GIA) and a community coalition of service providers to improve the reentry process for former prisoners in Central Arkansas.

Clinton School students Kimberly Caldwell of Austin, Texas, Ben Kaufman of Milwaukee, Wis., and Ryan Olson of Spokane, Wash., will support the coalition and GIA programs by studying ways to improve the reentry experience. Their work will involve creating a clear understanding of the services available to former offenders, engaging new community partners and aiding the coalition in creating a sustainable impact on the Central Arkansas community.

Currently, almost 1,500 former offenders reenter the Little Rock area every year with few coordinated services to help them become successful citizens, according to GIA. To address this need, community leaders and service providers have come together to form a coalition that will align services and reduce recidivism of the individuals served.

GIA is anchoring the coalition as part of their broader reentry initiative, which focuses on helping ex-offenders achieve their highest potential through training education and employment.

“Goodwill Industries of Arkansas has been helping build lives, families, and communities since 1927, by helping people overcome barriers to employment,” said Brian Itzkowitz, president and CEO of Goodwill Industries of Arkansas. “We recognize the importance of assisting ex-offenders in their transition to the workforce and the communities in which we live.”

Caldwell, Kaufman and Olson all bring previous education and nonprofit work experience to this project. and the students said they look forward to learning from the project while making a meaningful contribution to the Little Rock community.

“Working with Goodwill and the coalition takes our coursework out of the classroom and into the community,” Caldwell said.

This project is one of 12 to be completed by 36 Clinton School students across the state of Arkansas. These students are in their first semester of classes in the school’s Master of Public Service degree program.45

###

About the Clinton School of Public ServiceThe Clinton School of Public Service promotes a vision of world leaders who work with others to build healthy, engaged and vibrant communities. Its mission is to educate and prepare individuals for public service, incorporating a strategic vision, an authentic voice, and a commitment to the common good.

More information about the Clinton School is available at www.clintonschool.uasys.edu

About Goodwill Industries of ArkansasGoodwill Industries of Arkansas is a 501(c) 3 organization dedicated to the mission of providing education, training and employment services for people with disabilities and other special needs. Revenue generated through the sale of reusable donated goods at Goodwill retail stores is used to fund these critical programs for Arkansas.

More information about Goodwill Industries of Arkansas is available at www.goodwillar.org

46

Appendix G - Final Paper Information Page Template

This is the template for the information page that is included in your final paper.

General Information

About the Project

This paper was written as the final assignment for the capstone course at the University of

Arkansas Clinton School of Public Service. In the capstone course, students undertake field projects that

meet identified needs of the community. This project was completed by [insert your name] in partnership

with [insert community organization name] and was advised by [insert faculty advisor name].

About [insert community organization name]

In this paragraph, include: organizational type, location of their headquarters, year it was founded,

primary work focus, primary target population, target region(s) (e.g., Little Rock, Arkansas, the Delta, the

South, North America), mission statement if it helps with the understanding of the organization, and web

address.

Contact Information

Capstone student. Include full name.

Faculty advisor. Include name, title, phone and email address.

Project supervisor. Include name, title, phone number and email address.

Correspondence regarding this article should be addressed to the faculty advisor, University of

Arkansas Clinton School of Public Service, Sturgis Hall, 1200 President Clinton Avenue, Little Rock, AR

72201. Phone: (501) 683-5200.

47

Appendix H - Capstone Information for Potential Partners

Feel free to use any of this information as you contact potential partners. You are free to use only the information that fits the particular opportunity you are pursing. You may also revise the material to fit your needs.

General Capstone Information

The capstone is my final academic and field experience at the University of Arkansas Clinton School of Public Service (UACS). The experience begins my transition from the graduate program to my career in public service. This experience is meant to emphasize the “practice” of public service by placing me in a challenging environment to help build a more healthy, engaged and vibrant community. Through the capstone, I will:

apply the knowledge, skills, and values from the UACS program in a sophisticated way to a real world problem or challenge;

● understand, engage, and seek to transform complex systems;● and produce a “deliverable” for you that meets your needs and exemplifies, in its product, the knowledge,

skills and values of the UACS curriculum.

Capstone Projects

Through my coursework at the UACS, I am trained to work on social issues at the systemic level by engaging the community to complete projects such as:

● developing and implementing an action plan to tackle a problem and evaluate the impact;● facilitating public discussions on social issues;● conducting a needs assessment to study a problem and then develop and implement appropriate solutions;● building or strengthening partnerships, coalitions and/or teams;● designing and conducting surveys, interviews and/or focus groups to collect information about a problem

and recommend solutions;● mobilizing people to take action on social issues;● researching best practices; and,● engaging marginalized populations.

I would love to discuss your needs to determine if there is a project I can work on with you. I will commit at least 250 hours of time to that project. I will work hard to meet the community's needs and be dedicated to producing valuable outcomes in my work. Community Partner Commitment

As a potential community partner for my capstone project, I would like your help with: ● Orienting me to the project, your organization and the community,● Meeting with me regularly to give me feedback about my project progress and performance,● Giving me advice and guidance when I encounter a challenge in my project. ● Letting me know if I am not meeting project expectations, and● Informing me of any developments that may affect my project work.

I would also like for you to consider if any of the following resources are needed and available to help support my project work. This would assist me with making this project financially feasible but you do not have to provide them if it is not possible.

● Travel related to the project (mileage, lodging, parking and meals)● Adequate workspace, office supplies and access to office equipment (e.g., telephone, fax, internet access,

printer, copier) ● Project-related supplies

48

○ Printing and mailings (e.g., invitations, thank you notes, signs)○ Meeting supplies (e.g., room rental, refreshments, A/V equipment, flip charts)○ Technical expertise (e.g., web site designer, legal advisor, database developer, graphic designer).○ Incentives for completing surveys

● Project-related trainings/conferences and travel expenses associated with attending● Living stipend

I appreciate your time discussing potential capstone projects with me. If you have any additional questions about the UACS capstone, feel free to contact me at:NamePhone NumberEmail Address

Or contact UACS at:Marie LindquistDirector of Field Service Education(501) 683-5213mtlindquist@clintonschool.uasys.edu

49

Appendix I - Projected Capstone Budget Template

CATEGORY EXPECTED COST

INTERNATIONAL TRAVEL

VISA FEES, AIRPORT DEPARTURE FEES $

VACCINATIONS $

MEDICATIONS $

TRAVEL INSURANCE $

OTHER: $

TRAVEL TO SITE

AIRFARE, TAXES, AND FEES $

MILEAGE $

OTHER: $

LIVING EXPENSES

HOUSING $

LOCAL TRANSPORTATION $

MOBILE PHONE/ INTERNET ACCESS $

FOOD AND OTHER LIVING EXPENSES $

OTHER: $PROJECT EXPENSES

TRANSLATOR SERVICES $

TRAVEL RELATED TO PROJECT $

PRINTING AND MAILING $

MEETING SUPPLIES $

OTHER: $

TOTAL $

Please include specific descriptions of your expenses. The more specific you can be about your expenses, the better. If you have documentation that verifies these expenses, include that as well.

Also include: Flight departure and arrival cities with planned dates for arrival/departure. Vaccinations and medications required for the location where you are working. If you included anything in the “other” categories. Please be specific about what that money would be used

for. For mileage, please include where you will be going, from where, how many times, etc.

50

Appendix J – Optional Community Partner/Student Agreement

Dear (insert community partner's name),

I, (insert student name), am planning to complete the requirements of the University of Arkansas Clinton School of Public Service (UACS) capstone course by working with you at (insert organization name). The capstone is the culminating academic experience necessary to achieve a Master of Public Service degree from the UACS. This project is a way to demonstrate my mastery of skills necessary to be effective in a public service career and address a community need.

Based on our discussions, I expect to complete the following deliverable(s) for this project: ● List primary deliverable(s).

I will immediately notify you if the project requires adjustment.

I will begin my project work on [insert start date] and will submit my deliverable(s) to you by [insert date]. I will be in office on [insert days and hours]. I will submit an update to you every two weeks that details the progress I have made on this project. We will also meet [insert days and times] to discuss my progress.

I also commit to:● Communicating immediately and directly with you if problems arise.● Listening to your feedback about my project and professional performance and making appropriate

changes based on that feedback.● Exhibiting the highest level of professional behavior. ● [Insert any additional specific agreements made with regards to confidentiality, use of technology, dress

code, communicating with the press, etc.]

During my project work, I would appreciate your help with: ● Becoming oriented to the project, organization and community.● Giving me feedback about my project progress and performance.● Providing any organizational support needed to accomplish the project’s goals, objectives and deliverables. ● Giving me guidance when I encounter any problems with the project. ● Providing feedback about my performance to the UACS.

I am committed to meeting your expectations and effectively completing this project by being dedicated to the goals of the project and delivering a product of value.

We have read and agree to the details outlined above:

Student’s Electronic Signature:Date:

Partner’s Electronic Signature:Date:

51

Appendix K - Resources

This is a list of resources found by faculty and students relevant to UACS fieldwork. These may be useful for you as you create your project plan and execute your project work. Please let the Office of Field Service Education know if additional resources should be added to this list.

American Evaluation Association  - http://www.eval.org/ (7/23/2013). The American Evaluation Association offers resources relating to personnel, program, and other forms of evaluation.  

APA Style Website  = http://apastyle.org/index.aspx (7/23/2013). This resource provides writing guidelines for the social sciences.

Arkansas Coalition for Excellence  - http://acenonprofit.org/ (7/23/2013). Arkansas Coalition for Excellence is a local organization and Clinton School bridge partner. This website links to some of the best nonprofit resources on the internet about starting nonprofits, engaging volunteers, funding and policy. 

Asana - https://asana.com/ (12/2/2013). A task organizer. Box  - https://www.box.com (7/23/2013). A free service that allows for document sharing, group discussion,

online workspace and record changes.  Center for Advancement of Social

Entrepreneurship - http://www.caseatduke.org/knowledge/generalresources/index.html (7/23/2013). The Center for Advancement of Social Entrepreneurship highlights several topics related to social entrepreneurship including partnership development, business planning and for-profit benefits. 

Community Tool Box  - http://ctb.ku.edu/en/default.aspx (7/23/2013). The Tool Box helps people develop the skills required for taking action to change the conditions that affect their lives. It provides information and tool kits on cultural competence, building coalitions, developing an advocacy campaign, conducting focus groups, and much more. 

Doodle – http://doodle.com (1/31/2015). Simplifies scheduling meetings with lots of people involved. Free Conference Call  - https://www.freeconferencecall.com/ (7/23/2013). This resource allows users to

make free conference calls with up to 1000 members, including international calls to over 40 countries. Free Screen Sharing  - http://www.freescreensharing.com (7/23/2013). This free screen sharing service

provides numbers for conference calls and call recording.  Grammar Girl  - http://www.quickanddirtytips.com/grammar-girl (7/25/2013). Find the answers to all your

English grammar questions on this website.  Liberating Structures  - http://www.liberatingstructures.com/ (7/25/13). This site includes specific

directions about how to run each of the 33 structures that encourage the participation of all attendees at meetings and events. 

Mind Tools  - http://www.mindtools.com/index.html (7/23/2013). The Mind Tools toolkit contains tools to develop management, career and thinking skills. 

New Organizing Institute  - http://neworganizing.com/ (7/23/2013) The New Organizing Institute website is another nonprofit resource that provides an information blog, trainings, webcasts and webinars on running events, advocacy campaigning, advertising and volunteer engagement. They also provide some individual development resources for those interested in working in service. 

Partner Tool  - http://www.partnertool.net/ (7/25/2013). A site that allows you a place to record, analyze and track your networks. 

Penn State Program Evaluation Tip Sheets -  http://extension.psu.edu/evaluation/titles.html (7/25/2013). An excellent resource to answer many of your program evaluation questions. 

Prezi  - http://prezi.com/ (7/23/2013). Prezi is a tool to create interesting presentations (an alternative to PowerPoint). 

Purdue OWL (Online Writing Lab)  - http://owl.english.purdue.edu/ (7/23/2013). The Purdue Writing Lab offers many resources to help students improve their writing.

SlideShare  - http://www.slideshare.net/ (7/23/2013). This is a site where you can explore interesting presentation slides that have been developed by others who are willing to share them. 

SurveyMonkey  - http://www.surveymonkey.com/ (7/25/2013). The Clinton School has a subscription for SurveyMonkey that students can use to create, send, and compile their surveys. Contact Marie Lindquist for the username and password. 

52