Capstone courses provide students with opportunities to apply the knowledge and skills acquired throughout their economics degree to a substantial research project. Earlier contributions from McGoldrick (2008) and Klein (2013) focus on developing research and empirical skills through capstone experiences that place students in the role of practicing economists. More recent examples have expanded this model. Morreale and Shostya (2021) describe a policy-oriented capstone course in which students investigate public policy issues through a scaffolded sequence of assignments, while Seeborg (2021) places greater emphasis on academic writing, peer review, and undergraduate publication opportunities. Similarly, Depro and Rouse (2022) present a consulting-style capstone course in which students respond to a request for proposals and complete a research project that mirrors professional practice.

Several instructors have also moved research beyond the classroom. Alwang et al. (2025) present an international undergraduate research program in Ecuador that allows students to participate in all stages of the research process, from project design to data collection and analysis. Likewise, Conner (2025) combines research methods and service learning by asking students to conduct research that directly benefits community partners. Together, these contributions illustrate how capstone courses can help students develop research skills while applying economic methods to real-world problems.