Research is a key element of every capstone project. Capstone projects aim to showcase the solidification of the learners’ educational experiences and knowledge in their senior year (Hunter et al. 2013). The projects are created to instill communication skills, critical thinking and students’ ability to link their projects to real-life issues. These projects require students to become an informed consumer of research in order to investigate different real-life issues and apply their knowledge and skills hence contribute to specific issues.
Capstone project research can profoundly affect students’ lives. For one, students involved in research will have valuable insights into their area of study, obtained from active involvement in the study (Russell, Hancock, & McCullough, 2007). Students are often at the cutting edge of particular research which helps them to filter through to the subjects. Though some researches can take years or even decades to finish, students apply the research in the classroom immediately.
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Being at the center of such cutting-edge research keeps students challenged and stimulated to continue to learn (Foster & Gibbons, 2007). Since it reinforces the value of life-long learning, one can always learn more no matter the age or the number of qualifications they hold.
Lastly, research also has some tangible benefits for the student (Russell, Hancock, & McCullough, 2007). Usually, capstone projects require investments in cutting-edge facilities like specialist equipment, bigger libraries, and better laboratories. In most cases, students through their Universities obtain funding and grants from businesses and governments for them to properly invest in everything that the research needs (Hunter et al. 2013). When these facilities are made available and accessible to students, it enriches their studies and gives them direct access to state-of-the-art equipment.
Overall, research has a greatly valuable far-reaching and long-term impact on the students. Regardless of the field of study, the resources, and textbooks that students depend on are certainly the products of researches conducted by academics. From a broader perspective, when these students graduate, they are likely to take medicine, use products and benefit from knowledge which has all been made possible courtesy of research.
References
Foster, N. F., & Gibbons, S. (2007). Studying students: The Undergraduate Research Project at the University of Rochester . Chicago: Association of College and Research Libraries.
Hunter, A.-B., Laursen, S., Thiry, H., Melton, G., & Seymour, E. (2013). Undergraduate research in the sciences: engaging students in real science . San Francisco, CA, Jossey-Bass.
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). The pipeline: Benefits of undergraduate research experiences. Science, 316, 5824, 548-549.
