We present evidence of how a new model of Capstone has transformed the computing curriculum. The Capstone course in Computer Information Systems (CIS) at the University of New Hampshire at Manchester (UNH-M), introduced in spring 2011, was designed as an undergraduate research group focused on speech recognition [1][2]. After five iterations, the course has impacted the program and its curriculum beyond its original scope [3]. Among its goals was to engage undergraduate students in the STEM disciplines through research, in the hopes that some chose to continue their education at the graduate level, and to create infrastructure that could expand beyond the course itself to enable industry involvement. Though these goals have started to come to fruition, there have been other developments that have been somewhat surprising.
