Hamline University School of Education
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SCHOOL OF EDUCATION DISSERTATION AND CAPSTONE FORMATTING GUIDE
TABLE OF CONTENTS
USING THE DISSERTATION AND CAPSTONE FORMATTING GUIDE
GENERAL FORMATTING GUIDELINES
Format
Margins (Not APA, Hamline Guidelines)
Spacing
Tables and Figures
SPECIFIC FORMATTING GUIDELINES FOR DISSERTATION OR CAPSTONE
Preliminary Pages
Title Page (required)
Copyright Page (optional)
Dedication Page (optional)
Epigraph Page (optional)
Acknowledgments Page (optional)
Table of Contents Page(s) (required)
List of Tables, List of Figures (required, if applicable)
Components After Preliminary Pages
Chapters
Reference List
Bibliography (optional)
Appendix (required, if applicable)
FORMATTING GUIDELINES FOR CHAPTER HEADING AND SUBHEADING
Headings and Subheadings
FORMATTING GUIDELINES FOR CITATIONS
Quotations and Reference Citations
Reference List and Bibliography
ABSTRACT
APPENDIX A
Sample Title Pages
Example: Capstone Thesis Title Page (Blank)
Example: Capstone Thesis Title Page (Capstone thesis example)
Example: Capstone Project Title Page (Blank)
Example: Capstone Project Title Page (Capstone project example)
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Example: Dissertation Title Page (Blank)
Example: Dissertation Title Page (Dissertation Example)
APPENDIX B
Samples of Preliminary Pages
Example of Copyright Page
Example of Dedication Page
Example of Epigraph Page
Example of Acknowledgement Page
Example of Table of Contents Page
Example of List of Tables Page
Example of List of Figures Page
Examples of Abstract
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USING THE DISSERTATION AND CAPSTONE FORMATTING GUIDE
This Hamline guide takes precedence over all previous format guides. Dissertations and capstones must
be in compliance with format and style standards as outlined in this guide. Contact your dissertation chair,
primary advisor, or capstone project facilitator regarding questions on the interpretation of citation style.
Format must be consistent throughout the dissertation or capstone. All dissertations and capstones use the
APA editorial style of the most recent Publication Manual of the American Psychological Association
(2019) except when the Hamline University formatting guidelines provided in this document. Hamline
University guidelines take precedence over APA. The APA manual is available at Hamline’s Bush
Library and bookstores, and references to it are included in most academic style manuals. A
recommended website is Purdue OWL
(https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html).
It is the student’s responsibility to ensure that grammar, punctuation, spelling, references, and
documentation are accurate in the dissertation or capstone. Matters of content, the arrangement of
contents, and length are decided by the student and committee.
Style guides change over time. This Dissertation and Capstone Formatting Guide supersedes all previous
guides.
GENERAL FORMATTING GUIDELINES
Format
All pages are to be 8.5 inches x 11 inches and single-sided. The font must be twelve-point Times New
Roman. Use italics consistently instead of underlining titles or foreign terms.
Margins (Not APA, Hamline Guidelines)
Text must be left-justified with an unjustified (ragged) right margin. The margins for all pages
(preliminaries, text, reference material) must be set according to the following guidelines:
● Left: 1.5 inches
● Right: 1 inch
● Top: 1 inch
● Bottom: 1 inch
Spacing
The text of the paper must be double-spaced throughout, including direct quotations and the required
reference list and the optional bibliography.
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Tables and Figures
Tables and figures are optional. If used, tables usually have a row-column structure in which numerical
data are presented. Figures refer to all displays other than a table, such as photographs, drawings, graphs,
charts, and samples of students’ work.
Please consult the latest edition of the APA Publication Manual and your dissertation chair, primary
advisor or capstone project facilitator to determine the most effective means of displaying your data or
work. If more than one display is used, titles must be consistent.
SPECIFIC FORMATTING GUIDELINES FOR DISSERTATION OR CAPSTONE
Preliminary Pages
The preliminary pages, all chapters and reference pages are numbered consecutively from the first page
which is the Title Page. Please note: The title page is counted as page 1, but no number appears. Numbers
are placed without punctuation in the upper right-hand corner one inch from the right and .5 inch from the
top of the page (header).
Required preliminary pages include the Title Page, the Table of Contents, and the List of Tables/List of
Figure (if applicable). The remaining pages are optional. The preliminary pages occur in the following
order:
Title Page (required)
The title page includes dissertation or capstone title, author name, the submission statement, name of the
university, location of university, the month and year of submission, and the dissertation or capstone
committee member names (no degrees or academic titles are listed for committee members).
The dissertation or capstone title appears in title case, is double-spaced and centered. The author's name
should be written as it appears on the student’s Intent to Graduate Form. It is to be in upper- and
lower-case, and no academic titles or degrees are listed. The submission statement is printed in upper- and
lower-case letters, single-spaced, and centered (see Appendix A for sample title pages).
Capstone submission statement to be worded as follows: “A capstone submitted in partial fulfillment of
the requirements for the degree of (insert degree name here from the following: Master of Arts in
Education, Master of Arts in Education: Natural Science and Environmental Education, Master of Arts in
English as a Second Language, Master of Arts in Literacy Education, Master of Arts in Teaching, Master
of Arts in Teaching English to Speakers of Other Languages).”
Dissertation submission statement to be worded as follows: “A dissertation submitted in partial
fulfillment of the requirements for the degree of Doctorate in Education.”
The dissertation or capstone committee member names are positioned flush left, single-spaced, and in
upper- and lower-case letters. Do not include the academic title or academic degrees of the committee
members.
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Copyright Page (optional)
Copyright of the capstone or dissertation is at the discretion of the student. Students wishing to copyright
their work may file the claim to copyright by corresponding directly with the U.S. Copyright Office,
Library of Congress, Washington, DC 02540. Alternatively, students may include a copyright notice
without official filing. If the capstone is to be copyrighted, the official copyright notice is centered and
slightly above center on the page, single- or double-spaced, with the current year (see Appendix B for
sample copyright).
Dedication Page (optional)
The dedication is brief (200 words) and centered on the page, single-spaced. No heading is necessary. A
dedication customarily begins with the word “To”. Use lower-case Roman numbers, center, bottom of the
page (see Appendix B for sample dedication page).
Epigraph Page (optional)
A short quotation or saying at the beginning of the capstone/dissertation intended to suggest its theme.
The epigraph is centered on its own page and single-spaced. The source of a quotation, which should
suggest the capstone’s theme, is given below the epigraph and is aligned to end at the right margin.
Bibliographic information is usually limited to author's name and title of the work (see Appendix B for
sample epigraph page).
Acknowledgments Page (optional)
The text (limited to 300 words) to thank for or recognition of special assistance, but may also include
recognition of permissions granted to the author for the use of published and/or copyrighted material. This
section begins with the title ACKNOWLEDGMENTS centered in all capital letters two inches down from
the top of the page. The text begins on the fourth line below the heading and is double-spaced (see
Appendix B for sample acknowledgments page).
Table of Contents Page(s) (required)
The heading TABLE OF CONTENTS in all capital letters is centered at the top of the first page only;
neither a continuation notice nor any part of the heading appears on subsequent pages. The listing of titles
begins at the left margin below the heading. All titles of major divisions that follow the table of contents
(sections on preliminaries, parts, chapters, appendices, etc.) and at least first-order subheadings must be
listed (see Appendix B for sample table of contents).
List of Tables, List of Figures (required, if applicable)
Dissertation and capstone writers may use TABLES or FIGURES to display results. TABLES usually
have a row-column structure in which numerical data are presented. FIGURES, on the other hand, refer to
all displays other than a table, such as photographs, drawings, graphs, charts, samples of students’ work,
etc. Please consult with your dissertation chair or primary advisor to determine the most effective means
of displaying your data.
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The heading, LIST OF TABLES or LIST OF FIGURES, or both appear in all capital letters centered on
the page on the first page only; neither a continuation notice nor any part of the heading appears on
subsequent pages. The listing begins on the fourth line below the heading at the left margin (see Appendix
B for sample table and list of figure pages).
Components After Preliminary Pages
Chapters
Each chapter has these required elements: chapter number, chapter title, and headings. Please refer to the
Capstone Thesis Completion Guide, the Capstone Project Completion Guide, or the Dissertation Guide
for chapter titles. Chapter number and title are centered in all capital letters at the top of the page, and the
text begins below the last line of the heading. The text on all other pages starts at the top of the page.
Each chapter begins on a new page but sections and subsections, always follow each other without gaps in
text. Do not start a separate page for each section or sub-section.
Reference List
The Reference list is an alphabetized list of works cited in the chapters. Follow the latest edition of APA
for how to organize and format the reference list.
The title REFERENCES appears in all capital letters at the top of the first page of the section. Neither a
continuation notice nor any part of the heading appears on subsequent pages. The listing on the first page
begins four lines (two double-spaces) below the title. The text on all other pages of the references begins
at the top of the page.
Entries in the reference list should be made as hanging indents. That is, the first line is flush with the left
margin and subsequent lines are indented. Entries are also double-spaced.
Bibliography (optional)
The Bibliography is optional. It is an alphabetized list of sources that influenced the writer, but are not
cited. The title BIBLIOGRAPHY appears in all capital letters at from the top of the first page of the
section. Neither a continuation notice nor any part of the heading appears on subsequent pages. The
listing begins below. The text on all other pages of the bibliography begins at the top of the page.
Entries in the bibliography should be made as hanging indents so the first line is flush with the left
margin and subsequent lines are indented. Entries are also double-spaced.
Appendix (required, if applicable)
Each appendix has these required elements: appendix letter and appendix title. The appendix letter and
title are centered. The first letter of appendix and its letter designation are capitalized. The appendix title
is written using upper- and lower-case letters at the top of the page, and the text begins below the heading.
The text on all other pages starts at the top of the page.
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FORMATTING GUIDELINES FOR CHAPTER HEADING AND SUBHEADING
Headings and Subheadings
Please use the 5 heading levels in the 7th edition of APA. The only adaptation for Hamline graduate
students is to capitalize the chapter number. Examples of the levels:
CHAPTER ONE
Introduction (L1 - chapter title)
Background (L2 heading)
Indented text starts a new paragraph. Please note that a level 2 heading is flush left, boldface and
title case. Double space all text.
Professional Experience (L3 heading)
Indented text starts a new paragraph. Note that a level 3 heading is flush left, boldface italic and
title case.
First Teaching Experience. (L4 heading) Paragraph text continues on the same line as the
heading. Note that a level 4 heading is indented, boldface, and title case ending with a period.
Lessons Learned During First Teaching Experience. (L5 heading) Paragraph text continues on
the same line as the heading. Note that a level 5 heading is indented, boldface italics, and title case ending
with a period. Note that a level 5 is not commonly used in capstones or dissertations.
FORMATTING GUIDELINES FOR CITATIONS
Quotations and Reference Citations
The general prevailing principle is to “give credit where credit is due.” Please use APA 7th edition for all
in-text citations. Please note that all citations with 40+ words need to be cited as long quotations.
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Reference List and Bibliography
Please use APA 7th edition for all reference citations in your reference list and bibliography. The citation
should provide the information the reader needs to find a source cited in your paper. All items cited in
your paper should be in the reference list; and all items on the reference list should be cited in your paper.
Be sure to do a final review before submitting your paper to the School of Education.
ABSTRACT
The abstract includes your name and title of your dissertation or capstone, an overview of the dissertation
or capstone topic, a brief mention of key influences, your method of study, and a summary of results.
Abstracts, unlike the body of a dissertation or capstone, are single spaced with a maximum word length of
350 words.
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APPENDIX A
Sample Title Pages
Example: Capstone Thesis Title Page (Blank)
Title of Capstone Thesis
by
Candidate’s Full Name
A capstone thesis submitted in partial fulfillment of the requirements for the degree of
(identify your degree program here).
Hamline University
Saint Paul, Minnesota
Month Year
Primary Advisor:
Content Reviewer:
Peer Reviewer:
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Example: Capstone Thesis Title Page (Capstone thesis example)
The Hmong Experience in Schools
by
Jessica Buckless
A capstone submitted in partial fulfillment of the requirements for the degree of
Master of Arts in Education.
Hamline University
Saint Paul, Minnesota
April 2017
Primary Advisor: Bill Lindquist
Content Reviewer: Joyce Bell
Peer Reviewer: Geng Lee
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Example: Capstone Project Title Page (Blank)
Title of Capstone Project
by
Candidate’s Full Name
A capstone project submitted in partial fulfillment of the requirements for the degree of
(identify your degree program here).
Hamline University
Saint Paul, Minnesota
Month Year
Capstone Project Facilitator(s):
Content Expert:
Peer Reviewer: (optional - can be small group members in GED 8490)
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Example: Capstone Project Title Page (Capstone project example)
Training Adult ESL Volunteers in College and
Career Readiness Standards
by
Cara Berger
A capstone project submitted in partial fulfillment of the requirements for the degree of
Master of Arts in English as a Second Language.
Hamline University
Saint Paul, Minnesota
December 2017
Capstone Project Facilitator: Trish Harvey
Content Expert: Abigail Bennett
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Example: Dissertation Title Page (Blank)
Title of Dissertation
by
Candidate's Full Name
A dissertation submitted in partial fulfillment of the requirements for the degree of
Doctorate in Education.
Hamline University
Saint Paul, Minnesota
Month Year
Dissertation Chair:
Reader:
Reader:
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Example: Dissertation Title Page (Dissertation Example)
Understanding Nontraditional Transfer Student Challenges
and Persistence to Degree Completion
by
Marcia L. Runnberg-Valadez
A dissertation submitted in partial fulfillment of the requirements for the degree of
Doctorate in Education.
Hamline University
Saint Paul, Minnesota
July 2017
Dissertation Chair: Terri Christenson
Reader: Darryl Dietrich
Reader: Patricia Angulo
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APPENDIX B
Samples of Preliminary Pages
Example of Copyright Page
Copyright by
YOUR NAME IN CAPITAL LETTERS, YEAR
All Rights Reserved
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Example of Dedication Page
DEDICATION
To my family and friends for your continuous encouragement and support. Thank you to my
Capstone Committee. Your guidance and patience helped me to complete this project. Special
thanks to my research participants who helped to shape this Capstone. I have learned a great deal
from you.
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Example of Epigraph Page
“One who gains strength by overcoming obstacles possesses
the only strength which can overcome adversity”.
- Albert Schweitzer
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Example of Acknowledgement Page
ACKNOWLEDGEMENTS
Special thanks to Mid-continent Research for Education and Learning (McREL) and to the Hay Group for
permitting me to use their surveys for my research.
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Example of Table of Contents Page
TABLE OF CONTENTS
CHAPTER ONE: Introduction................................................................................................1
CHAPTER TWO: Literature Review......................................................................................9
Decline of Reading in Adolescence........................................................................... 10
Definitions of Types of Readers.................................................................................11
Other Definitions of Types of Readers…...................................................................13
Motivation, Engagement, and Self-Efficacy.............................................................. 13
Motivation to Read Profile and Adolescent Motivation to Read Profile...................19
Motivation to Read Profile.........................................................................................20
Remaining chapters follow the above format.
Writers may use the Table of Contents (with page numbers) supported by Google Docs.
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Example of List of Tables Page
LIST OF TABLES
Table 1. Demographic Summary of Participants……………………………………………69
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Example of List of Figures Page
TABLE OF FIGURES
Figure 1. Question One.........................................................................................................44
Figure 2. Question Two.........................................................................................................45
Figure 3. Question Three...................................................................................................... 46
Figure 4. Question Four........................................................................................................ 47
Figure 5. Question Five.........................................................................................................48
Figure 6. Question Six...........................................................................................................49
Figure 7. Question Seven.......................................................................................................51
Figure 8. Question Eight........................................................................................................52
Figure 9. Question Nine.........................................................................................................53
Figure 10. Question Ten.........................................................................................................54
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Examples of Abstract
Capstone Thesis Example:
Zimanske, C. (2017). How Reading through Literary Lenses Impacts the Quality of High School Students’
Arguments.
The research question addressed in this study was: how does teaching high school students to analyze text
through literary lenses impact the quality of students’ arguments? Topics explored in the review of the
literature include the context of struggling readers, literary theory and literary lenses, teaching literary
theory to secondary students, and argument writing. A cohort of 18 struggling readers in a co-taught high
school English class were instructed to shift their reading focus from finding meaning to constructing
meaning. To accomplish this, students were familiarized with the tenets of three literary lenses
(social-class, gender/feminist, and psychological) and guided through the process of collecting evidence,
analyzing said evidence for patterns, and using those patterns to inform an argumentative assertion about
the text. In the first unit, students generated concrete arguments about a character; in the second unit,
students generated abstract arguments using a literary lens. A mixed methods approach was used to track
growth. Both quantitative and qualitative data collection tools were used, including student self
assessment rubrics, teacher rubrics, student self-concept and reflection surveys, and teacher and
co-teacher observation journals. Data revealed minimal change in the quality of students’ written
arguments, possibly due to an increase in difficulty from the first task to the second; however, students
reported substantial improvement in their attitude toward reading, a greater value of their learning, and
higher confidence in their reading and writing ability. Ultimately, the results of this study suggest that
struggling high school readers are capable of using literary lenses. Limitations, implications, and
recommendations for future research are discussed. (258 words)
Capstone Project Example:
Anderson, B. (2017). Using Dr. Howard Gardner’s Theory of Multiple Intelligences to Connect 4th-8th
Grade Students to Nature
Research has demonstrated that early and frequent exposure to nature and the outdoors has a range of
physical, mental, emotional, social, and educational benefits. The curriculum designed for this project
focuses on using Dr. Howard Gardner’s theory of multiple intelligences to connect 4th -8th grade students
to nature, in order to harness the benefits of nature exposure and increase student’s
environmental-literacy. Multiple intelligences have been implemented in a number of formal classroom
settings for decades, but research on how they have been used in the environmental and outdoor education
fields is limited. The project involved creating a diverse curriculum that engages students with nature
through activities that utilize the eight multiple intelligences defined by Dr. Gardner. The curriculum will
primarily be used in a non-formal environmental education center, but is adaptable to a variety of
environments and time constraints, and includes activities designed so that even educators with a limited
science background and experience can use them effectively. The goal of the project is to help students
create a personal connection to nature and the outdoors, and help them develop into healthy and
environmentally-literate individuals who better understand and care about current and future
environmental issues. (197 words)
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Dissertation Example:
Xiong, P. V. (2017). Perceptions from School Principals About the Role of Schools in Developing Student
Leadership.
Student leadership within the elementary school is a newer concept and has not been researched or
implemented widely. However, there are some elementary schools that have been developing student
leadership. This research focused on gathering the perceptions of elementary school principals toward the
role of the school in developing student leadership. This qualitative research followed a grounded theory
process. Data collection methods involved gathering data from an online survey, elite interviews, and field
observations, which allowed a triangulation of data and findings. Participants from a midwestern metro
area were selected for this research based on an online search for schools with terms and phrases related
to social emotional learning and student leadership written in the school description, mission, or vision.
There were nine school principals who completed the online survey, two principals who participated in
elite interviews, and two school sites that participated in the field observations. Findings suggested that
several roles and values were important for implementing and sustaining student leadership. Schools
developed student leadership when principals aligned resources and provided positive communication,
staff and students connected within the community and developed moral identities, and students
developed leadership through real-world experiences. Areas for future research include a study on the
specific values and beliefs of principals in schools developing student leadership, the specific framework
for implementing student leadership and what student leadership opportunities exist in schools, and the
impact of student leadership on future ethical leadership. (237 words)
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