Returning to the students writing about their Fletcher experience, today Liam describes his progress on developing his Capstone Project, which is both a graduation requirement and an opportunity for students to build a curriculum that meets their individual needs. New students arrive at Fletcher with the full range of thinking on their capstones — from no idea whatsoever what they’ll write, to perfect clarity on their topic and planned field research. All have the option of selecting an “incubator” course, which is designed to help them develop their ideas and research. Liam has opted to write a traditional academic thesis, but other project formats are also options.
As I begin to wind down my time at Fletcher — and thus have to start ramping up my capstone efforts — I thought a post about lessons I’ve learned regarding the capstone process could be useful.
First, it’s perfectly fine if you have no idea what you want to do for your capstone when you come to Fletcher, or really even through the first semester. I spent my entire first year thinking about a topic for my thesis that, at year’s end, I ultimately decided just wasn’t where I wanted to go. That’s okay. I found that meeting about twice a semester with Professor Shultz, my advisor, was a lifesaver, because as we began a dialogue about what I was planning and where I had trouble, he asked good questions that prompted me to think about what it was I really wanted to get out of the experience. Shifting gears at the end of my second semester meant that I had more of a focus over the summer to do research.
One thing I wish I had done better throughout my first three semesters was to tie term papers to my thesis topic. I’m writing about the U.S. Army’s security force assistance efforts in Iraq and Afghanistan, to compile best practices on what works going forward, but the only course for which I’ve written a paper relevant to that topic was for Internal Conflicts and War, my capstone “incubator” class.
Obviously, not every class is going to be a good option for writing a paper that pertains to your thesis. But instead of writing papers on the Iran Hostage Crisis (Crisis Management and Complex Emergencies), the U.S. mission in Somalia in the 1990s (Peace Operations), or right wing terror groups in the U.S. (Modern Terrorism and Counterterrorism), I probably could have chosen topics for those classes that, while not fitting perfectly into my thesis, were at least relevant to Iraq and Afghanistan. I certainly learned a lot in the research and writing of those papers, but I probably could have been more strategic in picking topics that would support the research for my thesis.
Another thing that is important to note is that if you want to do any type of interviews, you need to put in for an institutional review board. It’s not that big of a deal, but even if you’re requesting a waiver, it’s still a process through Tufts that takes some time, so I would recommend doing it as soon as you have an idea what you want to research.
Your capstone really is what you make of it. In my experience, I feel I missed a chance to tie more papers to my thesis, especially since I knew my topic by my second semester. However, the biggest lesson I’ve taken away is to sit down with your capstone advisor early, and then at least once or so a semester, to just spitball ideas on what you are thinking and where you want the process to go. I’ve gotten a hold of some great resources that way, and it has kept me on track as I try to finish up one of the last remaining milestones of my Fletcher experience.
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