ASE 499: Child and Youth Development Capstone

Course Description

In this capstone course, students demonstrate fulfillment of the various outcomes of their Child and Youth Development concentration courses. Each student will complete the capstone project to demonstrate that the student understands clearly his or her concentration, has mastered the content of the selected field(s) of study, and can synthesize and apply what he or she has learned. The capstone project may take one of several formats: a research paper, scholarly essay, portfolio, presentation of creative work, business plan, case study, or any other mode appropriate to the student’s interest and experience. A minimum grade of “C” must be earned to meet the requirements of the concentration. (3 credits)


  • Students must have completed most of their concentration courses and take this course in their last semester. Academic Counselor approval is required to register.
  • ENG 101: English Composition 1
  • ENG 102: English Composition 2

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Demonstrate reading and writing communication competence by effectively acquiring, developing and conveying ideas and information
  2. Perform, analyze and synthesize an organized and systematic review of current literature related to selected topic. Literature includes current research (within 10 years) some of which may be accessed through iCONN and eJones.
  3. Compare and contrast findings/ideas from literature review
  4. Integrate ideas and findings from literature review with current developmentally appropriate practices (using NAA Standards or the CT Guidelines for Best Practice in After School Programs as the standard) for typically and atypically developing children and youth ages five through 15 years old and incorporate the 10 learning outcomes of the concentration:
    • Demonstrate an understanding of child and adolescent development across all domains (physical, social, emotional and cognitive/intellectual) and can apply this knowledge in practice.
    • Demonstrate an understanding of the principles of positive youth development and apply this knowledge to practice.
    • Observe and assess children’s behavior and use this knowledge in planning and individualizing the curriculum.
    • Establish and maintain an environment which ensures children’s safety and their healthy development.
    • Establish and maintain an adaptive environment that is developmentally appropriate for children with special needs.
    • Plan and implement a developmentally appropriate curriculum that advances all areas of learning and development (social, emotional, intellectual and physical).
    • Establish supportive relationships with children/youth and implement developmentally appropriate techniques of guidance and group management.
    • Establish positive and productive relationships with families.
    • Support the uniqueness of each child/youth, recognizing that children and youth are best understood in the context of family, culture and society.
    • Demonstrate professional commitment and involvement in professional activities and establishes positive and productive relationships with other staff members.
  5. Make recommendations for change (of personal practices) based on new findings.

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Capstone Project (Final Project)




Grading Standards

The project must:

  • Express with clarity and precision the idea of the project.
  • Demonstrate substantial knowledge of the content of the concentration.
  • Evaluate critically the validity of the project within the concentration.
  • Reflect proficiency in the terminology and language appropriate to the concentration.
  • Exemplify effectively the methodology of the concentration.
  • Reveal the personal thoughts and opinions of the student.
  • Demonstrate the writing proficiencies of the senior level of college writing.
  • Be a minimum of 35 pages. Typical projects are between 50-100 pages.

A = exemplary level of performance – effectively demonstrates all ten learning outcomes
B = high level of performance – demonstrates 9 of the 10 learning outcomes
C = satisfactory level of performance – demonstrates 8 of 10 learning outcomes
F = unsatisfactory level of performance – demonstrates fewer than seven learning outcomes

Required Text

  • There is no required text for this Capstone course.

Recommended Resource

  • Student should have an up-to-date reference guide for citation methods, appropriate word usage, grammar and punctuation. A Writer’s Reference, 6th edition is one such resource.

Course Schedule





1, 2

  • Review student learning outcomes of the concentration.
  • Participate in Discussion Board - Introduce yourself to your Instructor and your peers. Include your background, academic goals, professional interests and anything else you’d like to share.
  • Choose topic and select format for project.
  • Engage in discussion with Instructor about project.



  • Write a proposal based on feedback from Instructor.
  • Submit final Proposal to Instructor.
  • Begin literature review and research.



  • Continue with literature review and research.
  • Participate in Discussion Board.



  • Continue project work.
  • Participate in Discussion Board
  • Engage in discussions with Instructor.
  • Submit progress report to the Instructor.



  • Continue project work.
  • Participate in Discussion Board.
  • Engage in discussion with Instructor about project (as needed).
  • Write and Submit Project Draft #1 to the Instructor by Wednesday of week 5.



  • Continue project work.
  • Engage in discussions with Instructor.
  • Submit progress report to the Instructor.



  • Continue project work.
  • Engage in discussion with Instructor about project (as needed).
  • Write and submit Project Draft #2 to the Instructor (based on the Instructor’s feedback)



  • Participate in Discussion Board
  • Submit Final Project to Instructor for grading
  • Complete Course Evaluation.

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.