+Advancing Capstone Learning at LaGuardia

1 October 2010Rethinking the Capstone Experience Seminar

J. Elizabeth Clark

+

Methodology & Research

+Faculty Research TeamJ. Elizabeth Clark, English Dept.Debra Engel, Physical Therapist Ass’t

Program, NAS Dept.Michael Napolitano, Chair, Business &

TechnologyJames Richardson, New Media Technology,

Humanities Dept.Michael Rodriguez, Humanities/Fine Arts

Program, Humanities Dept.Carolyn Sterling-Deer, Education & Language

Acquisition Dept.

+Additional Researchers

Bret Eynon, CTLCraig Kasprzak, CTL

+2008: Initial

Research Year

2008-2009:Cohort I

2009-2010:Cohort II

2010-2011:Cohort III

+Research Methodology Intensive Research Process Literature Review, identifying best practices in the higher

education Research protocol Web-based research process Examining Case Studies Identifying Best Practices Interviewing Key Schools White paper (report) produced & presented to Academic

Chairs, circulated college-wide

+Seminal Capstone Literature

Cuseo, J.B. (1998). “Objectives and Benefits of Senior Year Programs.”

Durel, R.J. (1993). “The Capstone Course: A Rite of Passage.” Gardner, J.N., & Van der Veer, G. (1998). The Senior Year

Experience: Facilitating Integration, Reflection, Closure, and Transition

Henscheid, J. M., & Barnicoat, L. R. (2001). “Senior Capstone Courses in Higher Education.”

Henscheid, J.M., Breitmeyer, J.E., & Mercer, J.L. (2000). “Professing the Disciplines: An Analysis of Senior Seminars and Capstone Courses.”

+Community Colleges, Four Year Colleges & Universities

Agnes Scott College (GA), Arizona State University, Austin Community College (TX), Boston College, Bryant University (RI), Case Western Reserve University (OH), California State University-Channel Islands, California State University-Northridge, Colby-Sawyer College (NH), Clemson University (SC), Colorado State University-Pueblo, Columbus State Community College (OH), Commonwealth College [University of Massachusetts-Amherst Honors Program], Community College of Baltimore-Dundalk, DePaul University (IL), Edison Community College (FL), Emporia State University – School of Library and Information Management (KS), Highland Community College (IL), Indiana University Purdue University-Indianapolis, Ithaca College (NY), Kennesaw State University (GA), Lakeland Community College (OH), Massachusetts College of Art & Design, Miami University of Ohio, Mount St. Mary’s (NY), New York University, Northeastern University (MA), Northwestern State University (LA), Pennsylvania State University, Philadelphia University, Portland State University (OR), Prince George's Community College (MD), Rhodes State College (OH), Salve Regina University (RI), San Francisco State University (CA), Skidmore College (NY), Southern Connecticut State University, St. Charles Community College (MO), St. Louis Community College (MO), St. Mary’s College (MD), Terra Community College (OH), Truman State College (MO), University of Delaware, University of Iowa, University of the Virgin Islands, University of Nevada-Reno, and Western Nebraska Community College.

+Interview Protocol

+Interview Protocol, cont’d

+Interview Protocol, cont’d

+

Highlights:Key Findings

+Durel’s Definition

The capstone course typically is defined as a crowning course or experience coming at the end of a sequence of courses with the specific objective of integrating a body of relatively fragmented knowledge into a unified whole. [T]his course provides an experience through which undergraduate students both look back over their undergraduate curriculum in an effort to make sense of that experience and look forward to professional life.

+Dominant Models: Disciplinary Based vs. Interdisciplinary Portland State’s Capstone

+Cuseo’s List: Adapting for our Context Promoting the coherence and relevance of general

education Promoting integration and connections between

general education and the academic major Promoting meaningful connections between the

academic major and work (career) experiences Improving students’ career preparation and pre

professional development, that is, facilitating their transition from the academic to the professional world (or to four year study)

+Capstones: For Students

Foster synthesis within the academic major

Promote connections between general education and the academic major

Explicitly develop important student skills initiated earlier in the college curriculum

Improve career preparation and facilitates the transition from academia to professional life

Enhance preparation for postgraduate education

+Capstones provide crucial opportunities for comprehensive assessment. “By its very nature,” one recent study suggests, “the capstone course is a method of summative evaluation.” Such a course “not only assesses previous cognitive learning in the major, but also provides a forum that allows an instructor to assess the student’s overall collegiate experience” (Moore, 2005, p. 440).

Capstones: For Faculty, Program

s & the Institution

+Gardner & Van der Veer

IntegrationReflectionClosure Transition

+Integration

Reflection

+Culmination

+Transition

+Capstone Pedagogy

Traditional Approaches: lectures, readings, discussions, and collaborative learning activities

Supportive Capstone Pedagogies: project based learning (including research projects), internships and service learning, and reflection

+Continued Research

2 completed iterations of the Re-thinking the Capstone Experience Seminar to continue the learning; currently in the 3rd iteration

Capstone Fellows Semester surveys/evaluations of courses, focus groups,

institutional data (retention, grades, CCSSE comparative data)

LaGuardia’s National Making Connections Seminar AAC&U Engaging Departments & General Education

Institutes