Cultivating Capstones

<p>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.</p><p>A Series on Engaged Learning and Teaching Book. <a href="https://www.centerforengagedlearning.org/books/cultivating-capstones/">Visit the books’ companion website</a>, hosted by the Center for Engaged Learning, for book resources.</p> <p>Series Foreword --<i>Jessie L. Moore and Peter Felten</i> Introduction. Capstone Experiences in Undergraduate Education --<i>Jillian Kinzie, Caroline J. Ketcham, Anthony G. Weaver, and Jessie L. Moore</i> Part 1. Understanding the Landscape of Capstone Experiences -- <i>Anthony G. Weaver, Caroline J. Ketcham, and Jessie L. Moore</i> 1. Frames, Definitions, and Drivers. A Multinational Study of Institutionally Required Undergraduate Capstones -- <i>Janet Bean, Christina Beaudoin, Tania von der Heidt, David I. Lewis, and Carol Van Zile-Tamsen</i> 2. Capstone Influences and Purposes --<i>Russell Kirkscey, David I. Lewis, and Julie Vale</i> 3. Institutional Considerations for Capstones on Campus. Perspectives Based on National Data on Senior Culminating Experiences --<i>Dallin George Young, Tracy L. Skipper, and Rico R. Reed</i> Part 2. Exploring Capstone Experience Models --<i>Caroline J. Ketcham, Anthony G. Weaver, and Jessie L. Moore</i> 4. Where There’s a Will, There’s a Way. Implementing a Capstone Experience for General Education --<i>Carol Van Zile-Tamsen, Janet Bean, Christina Beaudoin, David I. Lewis, and Tania von der Heidt</i> 5. Preparing Students for the Fourth Industrial Revolution --<i>David I. Lewis, Janet Bean, Christina Beaudoin, Carol Van Zile-Tamsen, and Tania von der Heidt</i> 6. How Two Australian Universities Achieved “Capstones for All”. A Change Management Perspective --<i>Tania von der Heidt, Carol Van Zile-Tamsen, David I. Lewis, Janet Bean, and Christina Beaudoin</i> 7. Adapting a Capstone. Projects and Portfolios across Four Courses and Three Institutions --<i>Sandra Bell, Frederick T. Evers, Shannon Murray, and Margaret Anne Smith</i> 8. Just a Few Minutes of Your Time. Using Qualitative Survey Data to Evaluate and Revise a Capstone Project at an Early College Network --<i>Matthew Park, Paul Hansen, Guy Risko, and Joshua Walker</i> 9. Students-as-Partners and Engaged Scholarship. Complementary Frameworks --<i>Andrew J. Pearl, Joanna C. Rankin, Moriah McSharry McGrath, Sarah Dyer, and Trina Jorre de St Jorre</i> 10. Designing Democratic Spaces. Public-Facing Civic Capstone Courses --<i>Cindy Koenig Richards, Nicholas V. Longo, and Caryn McTighe Musil</i> Part 3. Supporting Capstone Faculty and Staff --<i>Jessie L. Moore, Caroline J. Ketcham, and Anthony G. Weaver</i> 11. Understanding Faculty Needs in Capstone Experiences --<i>Morgan Gresham, Caroline Boswell, Olivia S. Anderson, Matthew J. Laye, and Dawn Smith-Sherwood</i> 12. The Development of Capstone Assignments Using a Faculty Community of Practice Model --<i>Silvia Reyes, Nelson Nunez Rodriguez, and Sarah Brennan</i> 13. Peer Reviewing to Support Quality Assurance of Capstone Experiences. A View from Australia --<i>Michelle J. Eady and Simon B. Bedford</i> 14. Positionality and Identity in Capstones. Renegotiating the Self Through Teaching and Learning --<i>Moriah McSharry McGrath, Sarah Dyer, Joanna Rankin, and Trina Jorre de St. Jorre</i> Conclusion. Committing to Equitable, High-Quality Capstone Experiences -- <i>Caroline J. Ketcham, Jessie L. Moore, and Anthony G. Weaver</i> </p><p>Editors and Contributors </p><p>Index</p>