AMST 3006 Implement Your Inclusion Initiative

Students who wish to receive academic credit supplement the AMST 3000 Certificate Program with a final assignment: The Capstone Project. In this instructor-supervised independent study, students will demonstrate their ability to apply their content knowledge to their community of practice. The project will provide the learner the opportunity to design and implement a unique inclusion initiative in a local community.

The Capstone Project serves as the last course in the certificate program. In this instructor-supervised independent study, students design, implement and evaluate a community-based program in which they demonstrate their ability to apply their content knowledge to a community of practice.

1791 Delegates, the public charity behind, adapted their definition of a capstone project based on the Glossary of Education Reform. A capstone project is a multifaceted assignment that serves as a culminating academic and intellectual experience. A capstone project may take a wide variety of forms, such as an investigative project that culminates in a final product, presentation, or performance. For example, students select a topic, profession, or social problem based on the broad theme of religion and public life.

Learners are required to conduct research on the subject, maintain a portfolio of findings or results, create a final product demonstrating student learning acquisition or conclusions.

The capstone may take the form of a research paper with interviews, a multimedia presentation, or a community workshop. During a live videoconference, the student presents their work to the instructor and their peers. Capstone projects encourage students to think critically and solve challenging problems. The purpose is to develop professional skills such as oral communication, public speaking, research skills, media literacy, teamwork, planning, self-sufficiency, or goal setting.

Faculty will give special attention to skills that prepare students to effectively serve their community as religiously literate and legally literate leaders. In most cases, the projects are also interdisciplinary, in the sense that they require students to apply skills or investigate issues across a wide array of subject areas or domains of knowledge.



Melissa Levinson MA


Curriculum Writer, America Indivisible
Curriculum Developer, Islamic Networks Group (ING)

Usra Ghazi MTS


Senior Advisor, America Indivisible

Lida Azim MA


Program Manager
America Indivisible

M. Arsalan Suleman JD, MPhil


Counsel, Foley Hoag LLP. Chair, America Indivisible
Fellow, Georgetown Inst. for Study of Diplomacy. Former Acting US Special Envoy to the OIC.

+13 enrolled

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Senior Advisor, America Indivisible


Program Manager
America Indivisible


Executive Assistant
1791 Delegates • The Foundation for Religious Literacy

Civic Education for a Common Good

We apply the U.S. Department of Education’s Consensus Statements about Constitutional Approaches for Teaching about Religion

▸ Our approach to religion is academic, not devotional;
▸ We strive for student awareness of religions, but do not press for student acceptance of any religion;
▸ We sponsor the study about religion, not the practice of religion;
▸ We expose students to a diversity of religious views, but may not impose any particular view;
▸ We educate about all religions, we do not promote or denigrate any religion;
▸ We inform students about religious beliefs and practices, it does not seek to conform students to any particular belief or practice.

We apply the American Academy of Religion’s “Religious Literacy Guidelines”

▸ “Religious Literacy Guidelines for College Students.” American Academy of Religion, 2019.
▸ “Teaching About Religion: AAR Guidelines for K-12 Public Schools.” American Academy of Religion, April 2010.

We apply the National Council for the Social Studies C3 Frameworks for Religious Studies

College, Career, and Civic Life (C3) Framework for Social Studies State Standards, “Religious Studies Companion Document for the C3 Framework.” Silver Spring, MD: National Council for the Social Studies, 2017.