Capstones have been a part of higher education curriculum for over two centuries, with the goal of integrating student learning to cap off their undergraduate experience. In practice, capstones are most often delivered as a course or include a significant project that addresses a problem or contributes new knowledge. This edited collection draws on multi-year, multi-institutional, and mixed-methods studies to inform the development of best practices for cultivating capstones at a variety of higher education institutions.
The book is divided into three parts: Part One offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part Two shares specific culminating experiences with examples from multiple institutions and strategies for adapting them for readers’ own campus contexts. Part Three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts.
Cultivating Capstones is an essential resource for faculty who teach or direct disciplinary or interdisciplinary capstone experiences, as well as for faculty developers and administrators seeking ways to offer high-quality, high-impact learning experiences for diverse student populations.
Visit the Cultivating Capstones Companion Page, hosted by the Center for Engaged Learning.
| Series Foreword |
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| Introduction: Capstone Experiences in Undergraduate Education |
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1 | (26) |
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PART ONE UNDERSTANDING THE LANDSCAPE OF CAPSTONE EXPERIENCES |
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1 Frames, Definitions, And Drivers: A Multinational Study of Institutionally Required Undergraduate Capstones |
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27 | (14) |
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2 Capstone Influences and Purposes |
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41 | (14) |
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3 Institutional Considerations For Capstones On Campus: Perspectives Based on National Data on Senior Culminating Experiences |
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55 | (18) |
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PART TWO EXPLORING CAPSTONE EXPERIENCE MODELS |
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4 Where There's A Will, There's A Way: Implementing a Capstone Experience for General Education |
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73 | (12) |
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5 Preparing Students For The Fourth Industrial Revolution |
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85 | (14) |
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6 How Two Australian Universities Achieved "Capstones For All" A Change Management Perspective |
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99 | (14) |
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7 Adapting A Capstone: Projects and Portfolios Across Four Courses and Three Institutions |
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113 | (12) |
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8 Just A Few Minutes Of Your Time: Using Qualitative Survey Data to Evaluate and Revise a Capstone Project at an Early College Network |
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125 | (12) |
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9 Students-As-Partners And Engaged Scholarship Complementary Frameworks |
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137 | (12) |
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10 Designing Democratic Spaces: Public-Facing Civic Capstone Courses |
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149 | (18) |
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PART THREE SUPPORTING CAPSTONE FACULTY AND STAFF |
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11 Understanding Faculty Needs In Capstone Experiences |
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167 | (12) |
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12 The Development Of Capstone Assignments Using A Faculty Community Of Practice Model |
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179 | (12) |
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13 Peer Reviewing To Support Quality Assurance Of Capstone Experiences A View From Australia |
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191 | (12) |
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14 Positionality And Identity In Capstones Renegotiating the Self Through Teaching and Learning |
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203 | (12) |
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| Conclusion: Committing to Equitable, High-Quality Capstone Experiences |
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215 | (6) |
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| Editors And Contributors |
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221 | (8) |
| Index |
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229 | |
Caroline J. Ketcham is Professor of Exercise Science, Elon University. Ketcham and Anthony Weaver served as co-leaders for the 2018-2020 Center for Engaged Learning research seminar on Capstone Experiences. Anthony G. Weaver is Professor of Sports Management, Elon University. Caroline Ketcham served as co-leaders for the 2018-2020 Center for Engaged Learning research seminar on Capstone Experiences. Jessie L. Moore is Director of the Center for Engaged Learning and Associate Professor of English: Professional Writing & Rhetoric. She leads planning, implementation, and assessment of the Centers research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She co-edited Critical Transitions: Writing and the Question of Transfer (2016). She currently serves as the elected Secretary of the Conference on College Composition and Communication.
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