Capstone Projects


The final project is a key element of the Master of Health and the Public Interest program, as it provides valuable work experience and opportunities for jobs after graduation. Students typically conduct the capstone research project (3 credits) over the summer. Either participating faculty or students, following faculty approval, can arrange the capstone project. Students have the option of working on a research study or health services project with a Georgetown or outside mentor, or working with an advocacy group, NGO, state or federal agency, international health organization, social science project, or epidemiological research program.


  • Developing practical skills: Students may accomplish this project through immersive involvement with a research team; an internship with a government agency or a non-governmental organization, or through a closely monitored independent investigative project.
  • Integrating knowledge gained in the program into a workplace environment.
  • Honing writing and communication skills: Students will be required to write a final report of their experiences and will be provided an opportunity to present their experiences to the program.

Capstone or Internship Final Project

There are no comprehensive exams, and students are expected to successfully complete the capstone or internship requirement. To successfully meet the requirement, students must:

  • File proposals for either a capstone or Internship project with the Program Directors prior to the start of the project. These proposals must outline plans for their research or fieldwork, complete with deadlines and expectations for the final written product to be submitted to the program. The mentors, placement site, and the directors’ approval of the proposals are required to move forward with the project.
  • Produce a written report of no less than 20 pages, describing their research project or their fieldwork
  • Write weekly blog posts on their experiences. This requirement fosters both cooperation and community among students who may be in far-flung places and positions. Faculty also monitor and comment on blog posts, and are available to consult with students to ensure the correct application of skills from coursework.
  • Regularly check in with project advisors. Students are required to check-in during and end of the semester to ensure they are meeting project requirements and also resolving any challenges that arise.


The primary mentor evaluates capstone projects through an assessment. This assessment is based on progress reports and a final report. For students working primarily with a non-Georgetown mentor, there is an assessment by the assigned Georgetown mentor. and at the end of the capstone, both the external faculty and the student evaluate the experience. The faculty committee gives the final grade for the capstone, taking the paper or report and the external advisor’s evaluation form into consideration. A faculty committee evaluates external capstone proposals, mentors, and sites. Criteria for external mentors include research experience and experience mentoring students.

Past Projects


  • Graduate Research Internship at Georgetown Center for Children and Families by Eni Akinniyi
  • Communicating Healthcare Issues at McCabe Message Partners by Chania Chambers
  • COVID-19 Vaccine Distribution Methods Can Support or Undermine Official Health Commiunication in Racial and Ethnic Minority Communities by Brian Keyser
  • Development of generic drugs based on the reform of China’s DRG healthcare system by Yibo Liu
  • Puerto Rico Public Health Trust Internship by Ana López
  • Graduate Research Internship with Georgetown University McCourt School of Public Policy’s Center for Children and Families by Ella Mathews
  • “Dashing into the Opioid Crisis” Continued: Building a Mock Data Dashboard in ArcGIS to Address Washington, D.C’s Opioid Data Problem by Matt Reasor
  • Internship at the Substance Abuse and Mental Health Services Administration (SAMHSA) by Sophia Rhoades
  • T1International by Emmabella Rudd
  • On Writing Pride & Prejudice: Healing Division in the Modern Family by Matt R. Salmon, DO
  • Are Biologic Drugs the Future for Atopic Dermatitis? Should They Be? by Bronwyn Walsh


  • Abortion and Birth Control Support (ABCS) Website: Resources for Sexual and Reproductive Healthcare by Krysta Aulak
  • Breathing for Mental Health: Manual and Curriculum Development for an Oxygen Advantage® Training Program by Tiger Bye
  • ¡Es Fácil! Development of a Visual Guide for Genetic Testing in a Population of Latina Women in the DMV by Anthony Chicaiza
  • Legislative Associate Internship at Simon & Co. by Tierney Collins
  • Falling Short: Cost-Effective Pricing and Disease Severity by Annie Dayton
  • American Dental Education Association Policy Research Internship by Brianna Dean
  • How Sports Connect to Health by Mary Pagano
  • Abortion Resource Center: Crisis Pregnancy Centers by Jennifer Phunmongkol
  • Bloomberg Opioid Prevention Initiative by Jewyl Raikes
  • Public Relations Internship: McCabe Message Partners by Claire Sabin
  • Office of National Drug Control Policy Internship by Kathleen Semansky
  • Black Nurses Rock Internship by Maya Walker


  • Stress, healthy eating habits, and healthy homes for the D.C. Latino Community by Alejandra Monroy
  • Telehealth Implementation Project by Divya Vemulapalli
  • To Womb It May Concern: Exploring Community Perspectives on a Birth Equity Hospital Designation by Esther Ebuehi
  • Impact of COVID-19 on Food Insecurity by Felicia Reid
  • Casa Alitas Public Health Internship by Jennifer Argueta-Contreras
  • The Association Between Subjective Age and Depression Among MACS MSM Participants by Kelvin Blade


  • #ChineseVirus: Examining COVID-19-Related Racial Discrimination on Twitter by Zoe Lee-Chiong
  • Pimavanserin and Parkinson’s Disease Psychosis:An Example of Condition Branding for Drug Marketing by Daisy Daeschler
  • Oasis Community Partners by Katharine Gray
  • Access to Medicines Internship at Public Citizen by Nitika Gupta
  • Libya OH-RRT Project by Caroline Jackman
  • National Cancer Institute, Office of Cancer Complementary and Alternative Medicine by Sophia King
  • The Community Action Cycle (CAC) Streamlining Practical Review by Susan Skinner
  • Health Policy Research at the GU Center of Health Insurance Reforms by Mari Tikoyan


  • “Cross-Sector Collaboration to Combat Urban Slums in Accra, Ghana” by Oluwaseun Ajimoko
  • “Netflix &…Cure Hepatitis C: Examining a Subscription Model of Drug Pricing” by Elyse D.H. Barnard
  • “Collaboration and Inclusion as Keys to Health Policy Reform” by Lois Dankwa
  • “Adherence to Clinical Follow-Up Recommendations Amongst HCV-Infected Patients and Impact on Associated Risk Behaviors” by Allison Dormanesh
  • “Center for Medicare and Medicaid in Baltimore, MD” by Zehra Hussain 
  • “LGBT Policy Intern for the Center for American Progress” by Sarah Kellman 
  • “My Journey Through DC and School-Based Health Centers” by Esthanette Reid
  • “NIH/NCI Office of Cancer Complementary and Alternative Medicine” by Megan Sansevere
  • All Means All: Understanding Medicare For All and Racial Justice” by Grace Youn