University Capstone Honors is the heart of the Honors Program. Capstones allow honors students to develop into highly competitive prospects for top-tier graduate schools or employers.
Beginning as early as the sophomore year, students take six upper course honors credits (via contracts, advanced consortium courses, or graduate courses). In the spring of their junior year, students develop their capstone proposal, identifying what they want to do, how they want to do it, and who they want to work with.
Students work closely with faculty mentors to develop a project worthy of a top graduate. The variety of projects ranges from creative writing to fine arts to research-based projects to service learning. What matters, though, is not the kind of project but the level of expectation: Students must demonstrate adequate knowledge or skill to carry out an advanced project, whether through a major or equivalent life learning and experience.
More information on Gallaudet University's Honors Program can be found here .
Note: This collection is incomplete. Older capstones are being digitized when availability arises.
Theses/Dissertations from 1997
Deaf President Now: Its Impact on Three Aspects of Residential Schools, Molly O'Hara
Introduction to Heterogeneous Computing Including CORBA (Common Object Request Broker Architecture), Matthew S. Staben
Theses/Dissertations from 1996
Deaf Undergraduate Writing and Cognitive Processes, Elke L. Betz-Schmidt
Title II of the Violence Against Women Act, Bernadette E. Hill
Theses/Dissertations from 1994
Theses/Dissertations from 1993
Euphemisms in American Sign Language, James Drulia
Theses/Dissertations from 1985
An Investigation of Psychological Disorders in Hearing Impaired Populations, Sandra A. Keiser
The Religious Significance of Vision and Blindness in Milton's Poetic Works, Elizabeth T. Spiers
Theses/Dissertations from 1984
The WHs of Running Away, Kenneth S. Bader