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“Honors Capstone”
Capstone Experience The Honors Distinction Pathway (HDP) Capstone requirement gives you several options to
engage in inquiry, experiential learning, reflection, and publication of your work within the
Honors Distinction Pathway. The HDP Capstone asks you to bring together your educational
experiences, to reflect upon them, and to present them to the greater community. These
experiences will include course work, experiential learning activities like educational travel and
service learning projects, research projects, and/or a thesis paper. Unlike your regular course
work, a co-curricular requirement is completed over time outside of class—while you are
completing your college requirements-- and does not require you to take additional classes.
The Capstone project is evidence that shows you have met HDP Outcome #4— “collect,
organize, and publish evidence of meeting course and student Distinction Pathway learning
outcomes”—and HDP Outcome #5 —“provide evidence of active Honors community
participation.”
Students who successfully complete the HDP Capstone will:
a. Articulate connections between relevant experience and academic knowledge.
b. Articulate a developing sense of self as a learner, building on prior experiences to
respond to new and challenging contexts.
c. Articulate connections made within and across disciplinary perspectives.
d. Adapt and apply skills, abilities, theories or methodologies gained to new situation(s).
e. Provide documentation of the Honors Distinction Pathway activities to include planning,
action phase, and reflection.
f. Present evidence of meeting HDP outcomes 4 and 5 to a panel of Honors
faculty/committee members, Faculty, and community members.
How It Works--Overview When you start on the Honors Distinction Pathway, you will be given access to a Canvas
online space where you will communicate with the Honors Coordinator and your peers,
keep track of pathway events and information about the HDP Capstone, access key Honors
resources like scholarships and research assistance, and track your own progress toward the
Capstone.
Your choice of final product will depend on your course of study, your intended major and
transfer institution, and your post-graduation plans. Work on the HDP Capstone may begin
even before acceptance into the Honors Distinction Pathway, as you can take up to two
Honors sections before formal admission to the Honors Distinction Pathway. Submission,
Updated 9.22.17
presentation, and acceptance of the HDP Capstone components by the Honors Distinction
Pathway are due before any notation on your student transcript appears. Along the way,
you will work with a faculty or community mentor of your choice who will support your in
conjunction with the Honors coordinator.
Components of the HDP Capstone
All students will complete component A and will present to a panel of at least three people:
the Honors Coordinator, Honors or mentor faculty, community members, and Honors or
other peers. You have a choice of components B, C, D, or E for your experience component.
All students:
A. In a portfolio, you will present your best or most representative work that you will
organize and curate digitally, with a substantive narrative explanation that shows how
you have met the pathway and capstone course outcomes. This represents about 25
hours of your time, which includes preparing and submitting your HDP Capstone
proposal, the organizing and curating of your work, and the reflection. This portfolio is
submitted through the Honors Canvas space, as are the milestone components.
These are the options for completing the experience portion of the HDP Capstone.
Choose at least one option from the following list:
B. Thesis paper: This is a traditional capstone project. It should be between 12-15 pages.
This paper will include an APA or MLA (or other discipline appropriate documentation
style) bibliography in the paper and a separate annotated bibliography. This represents
25 hours of work, which will include quarterly Mentor/Coordinator contact, a progress
log, a proposal, and a reflection paper in the portfolio showing how the project meets
the pathway outcomes.
C. Research project: Similar to the thesis, the research project takes the format of a multi-
media presentation or digital publication. This represents 25 hours of work, which will
include quarterly Mentor/Coordinator contact, a progress log, a proposal, and a
reflection paper in the portfolio showing how the project meets the pathway outcomes.
D. Service-learning project: Service learning projects can be completed in conjunction
with PTK, a course, a club, or independently. There is no maximum number of hours,
but your service time should be at least 15 hours. The approximate time for reflection
and documentation represents 15 hours of work, which will include quarterly
Mentor/Coordinator contact, a progress log, a proposal, and a reflection paper in the
portfolio showing how the project meets the pathway outcomes.
E. Experiential programs: Experiential programs might include educational travel and
similar long or short-term experiences. With your membership in our Honors Distinction
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Pathway, you have access to a number of experiential programs like Partners in the
Parks through the National Collegiate Honors Council. You may also choose credit or
non-credit educational travel programs. The minimum time on these experiences is
about 15 hours, not including travel time. Your Honors Coordinator will help you
prepare your proposal for approval. The approximate time for reflection and
documentation represents 15 hours of work, which will include quarterly
Mentor/Coordinator contact, a progress log, a proposal, and a reflection paper in the
portfolio showing how the project meets the pathway outcomes.
The Presentation Component
When you have submitted your portfolio and completed the experiential portion of your HDP
Capstone it is time to share out. Your twenty-minute presentation will be to a small panel
made up of least three people: the Honors Coordinator, Honors or mentor faculty, community
members, and Honors or other peers. You may invite your own guests and will have the
opportunity to choose some of your panel members (the Honors Coordinator will be a part of
each panel).
Capstone Requirement Summary
• Portfolio
o Digitally submitted
o Comprehensive: spans several quarters, includes multiple experiences and
courses
o Reflective: introduces each element
• Capstone project
o Thesis, research project, service learning, or experiential learning
o Minimum 25-30 hours
o Must be approved at least one quarter before portfolio and presentation
o Chosen in consultation with Honors Coordinator and faculty/mentor advisor
based on degree plan and transfer options
o Quarterly Mentor and Coordinator contact, a progress log, a proposal, and a
reflection paper in the portfolio showing how the project meets the pathway
outcomes
• Presentation
o 20 minutes
o Introduction
o Conclusion with Q&A
o Ties project to career/academic goals or plans
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o Reflective
o 3+ member panel including Honors Coordinator, Honors Faculty/Committee
member, and at least one of the following: additional faculty member, staff
member, or community member as appropriate
Updated 9.22.17
Rubric for Portfolio C
on
ten
t
Criteria Meets Expectations Does Not Yet Meet
Expectations
Cover
letter/introduction
with reflection
• Letter/introduction details the
purpose of the portfolio
• Directly, clearly references each
exemplar.
• Introduction introduces
professional goals (academic,
personal, and/or career)
• Letter/introduction details how the
student has met the five Honors
Pathway Outcomes
Any of the cover letter elements are
missing or incomplete.
Table of
Contents/Menu
A clear and consistent navigation page
or table of contents.
Missing, inconsistent, or incomplete.
Exemplars (minimum
5, including the
project)
• Reflection on and documentation of
the capstone project.
• Documentation of the capstone
project (If option B, include here; if
options C-E, provide direct links or
other comprehensive form of
project display)
• 4+ additional exemplars of student
work from courses with reflective
introductions and assignment
sheets or summaries.
• Fewer than five exemplars
• Missing elements in the
exemplars, such as
documentation of the project
or reflective introductions
Project log Documentation recording student
engagement in the preparation of the
Capstone and the portfolio.
Missing or incomplete.
Sub
stan
ce
Criteria Exceeds Expectations Meets
Expectations
Does Not Yet
Meet
Expectations Relevant experience and
academic knowledge
Effectively selects and
develops examples of life
experiences, drawn from a
variety of contexts (e.g., family
life, artistic participation, civic
involvement, work
experience), to illuminate
concepts/theories/frameworks
of fields of study.
Compares life
experiences and
academic knowledge
to infer differences,
as well as
similarities, and
acknowledges
perspectives other
than own.
Identifies
connections
between life
experiences and
those academic texts
and ideas perceived
as similar and
related to own
interests.
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Self-evaluation Evaluates changes in own
learning over time, recognizing
complex contextual factors
(e.g., works with ambiguity
and risk, deals with frustration,
considers ethical frameworks).
Articulates strengths
and challenges
(within specific
performances or
events) to increase
effectiveness in
different contexts
(through increased
self- awareness).
Describes own
performances with
general descriptors
of success and
failure.
Inter/cross disciplinary
perspectives
Effectively selects and
develops examples of life
experiences, drawn from a
variety of contexts (e.g., family
life, artistic participation, civic
involvement, work
experience), to illuminate
concepts/theories/frameworks
of fields of study.
Independently
connects examples,
facts, or theories
from more than one
field of study or
perspective.
When prompted,
presents examples,
facts, or theories
from more than one
field of study or
perspective.
Skills, abilities or
methodologies
Adapts and applies skills,
abilities, theories, or
methodologies gained in one
situation to new situations to
solve problems or explore
issues.
Uses skills, abilities,
theories, or
methodologies
gained in one
situation in a new
situation to
contribute to
understanding of
problems or issues.
Uses, in a basic way,
skills, abilities,
theories, or
methodologies
gained in one
situation in a new
situation.
Pre
sen
tati
on
Criteria Exceeds Expectations Meets Expectations Does Not Yet Meet
Expectations
Visuals and
navigation/organization
• Images are well-chosen
and visual engaging.
• Reader/viewer easily
navigates the portfolio.
• Organization of the
portfolio supports and
enhances the
introductory reflection.
• Uses images to
engage
viewers.
• Reader/Viewer
can find
portfolio
components.
• Logical
organization of
the contents.
• Unprofessional
or gratuitous
images/neglect
s needed
images.
• Reader/viewer
has trouble
navigating
portfolio
components.
• Organization is
inconsistent or
Updated 9.22.17
unclear in
purpose.
Purpose and Audience • Purpose of the portfolio and reflection is clear. Strong engagement with audience. Creative risk-taking (in form and/or content). Tone, voice and style provide clarity, personality and conviction.
• Purpose of the
portfolio and
reflection is
clear. An
awareness of
the audience is
evident.
Professional
voice, tone, and
style generally
present.
• Purpose of the
portfolio and
reflection not
always clear.
Conventions and
Proofing
• Demonstrates skill with written English. Sentences show skillful use of variety and emphasis, coordination and subordination, and logical connections. Writer may deviate from standard sentence structure for rhetorical effect without detracting from credibility
• Complex punctuation and grammar managed effectively.
• Demonstrates control of standard written English. Most sentences are complete, clear, and correctly structured. Writer generally uses coordination and subordination appropriately. Errors in sentence structure are few and are not intrusive
• Complex punctuation and grammar managed effectively. Minor errors may exist, but not significant patterns.
• Demonstrates lack of control over standard written English. There may be a pattern of poor subordination and coordination. There may be frequent run-ons and/or fragments. Simple sentences may be overused. Confusing or awkward syntax may interfere with understanding
• Generally accurate. Errors may exist but are not frequent or overly distracting. Phrasing may be occasionally redundant or wordy.
Or
• Often inaccurate, imprecise
Updated 9.22.17
and/or redundant. Parts of speech and/or idioms may be misused frequently.
Rubric for 20-minute Presentation
Intr
od
uct
ion
Exceeds Standard--Excellent Meets Standard—Minimum Requirements
Does Not Meet Standard—requires further work
• Creative introduction connects topic and project to audience or self
• Introduction contains effective statement of topic and project
• Introduction lacks clarity of topic and project
Mai
n P
rese
nta
tio
n
Exceeds Standard--Excellent Meets Standard—Minimum Requirements
Does Not Meet Standard—requires further work
• Main points are clearly and sequentially presented in a memorable manner
• Interesting, appropriate details support all main points
• Professional quality and number of supporting sources referenced.
• Significant academic, personal, or professional growth and insight are evident
• Application of project to future goals is clearly articulated
• Organization reflects sophisticated thought and planning
• Meaningful transitions are implemented
• Main points are clearly and sequentially presented
• Details support each point
• Appropriately cited support with academic and professional references as needed
• Both increased knowledge and personal growth are evident
• Application of project to future goals is stated
• Organization reflects thought and planning
• Appropriate transitions are implemented
• Main points are not clearly presented
• Ideas and details do not adequately cover topic
• Missing, inappropriate, or inadequate sources
• Little knowledge gained or evidenced beyond summary level
• Application of future goals to projected not stated
• Organization lacks clarity in planning
• Transitions are choppy or disconnected
Updated 9.22.17
Exceeds Standard--Excellent Meets Standard—Minimum Requirements
Does Not Meet Standard—requires further work
Clo
sure
an
d Q
&A
• Answers reflect thoughtful
understanding of subject
• Responses fluent and confident
• Closure is uniquely insightful and leaves a strong impact on audience
• Answers demonstrate general knowledge of subject
• Responses are sincere and relaxed
• Sense of closure is evident
• Answers may be surface or contradictory
• Responses are strained or awkward
• Closure is lacking
(adapted from the scoring rubric)
Exceeds Standard--Excellent
Meets Standard—Minimum Requirements
Does Not Meet Standard—requires further work
Del
iver
y, V
isu
als,
M
ed
ia--
Ver
bal
• Delivery is clear and well-paced
• Appropriate volume and inflection are used
• Exemplary word choice is used
• Creative, personal voice hooks audience
• Delivery is clear with good enunciation
• Volume and inflection are acceptable
• Appropriate word choice is used
• Personal voice is evident
• Delivery is unclear and not well paced
• Inflection is lacking and presentation is difficult to hear
• Repetitive, inappropriate word choice is used
• Personal voice is lacking
Del
iver
y,
Vis
ual
s, M
ed
ia
No
n-v
erb
al • Poise and
gestures enhance presentation
• Eye contact takes in audience appropriately
• Notes minimal
• Poised presentation
• Occasional eye contact
• Note use does not interfere with presentation
• Body language detracts from presentation
• Minimal eye contact
• Notes and reading predominate presentation
Med
ia u
se
• Media used enhances and clarifies presentation
• Professional quality
• Media supports presentation
• Good quality
• Media does not support presentation
• Poor quality materials
Updated 9.22.17
Rubric for the Capstone Requirement (adaptation of the Integrative Learning Value Rubric from the AAC&U)
Exceeds Expectations Meets
Expectations
Approaches
Expectations
Expectations
Not Yet Met
Articulate
connections
between
relevant
experience and
academic
knowledge.
Effectively selects and
develops examples of life
experiences, drawn from a
variety of contexts (e.g., family
life, artistic participation, civic
involvement, work
experience), to illuminate
concepts/theories/frameworks
of fields of study.
Compares life
experiences and
academic
knowledge to
infer
differences, as
well as
similarities, and
acknowledge
perspectives
other than own.
Identifies
connections
between life
experiences
and those
academic texts
and ideas
perceived as
similar and
related to own
interests.
Articulate a
developing
sense of self as
a learner,
building on
prior
experiences to
respond to new
and challenging
contexts.
Evaluates changes in own
learning over time, recognizing
complex contextual factors
(e.g., works with ambiguity and
risk, deals with frustration,
considers ethical frameworks).
Articulates
strengths and
challenges
(within specific
performances or
events) to
increase
effectiveness in
different
contexts
(through
increased self-
awareness).
Describes own
performances
with general
descriptors of
success and
failure.
Articulate
connections
made within
and across
disciplinary
perspectives.
Effectively selects and
develops examples of life
experiences, drawn from a
variety of contexts (e.g., family
life, artistic participation, civic
involvement, work
experience), to illuminate
concepts/theories/frameworks
Independently
connects
examples, facts,
or theories from
more than one
field of study or
perspective.
When
prompted,
presents
examples, facts,
or theories
from more than
one field of
Updated 9.22.17
of fields of study. study or
perspective.
Adapt and apply
skills, abilities,
theories or
methodologies
gained to new
situation(s).
Adapts and applies skills,
abilities, theories, or
methodologies gained in one
situation to new situations to
solve problems or explore
issues.
Uses skills,
abilities,
theories, or
methodologies
gained in one
situation in a
new situation to
contribute to
understanding
of problems or
issues.
Uses, in a basic
way, skills,
abilities,
theories, or
methodologies
gained in one
situation in a
new situation.
Portfolio Provide
documentation of the
Honors Distinction
Pathway activities to
include planning,
action phase, and
reflection.
All components submitted and all
expectations met (separate rubric)
Does Not Yet Meet Expectations
Presentation Present evidence of
meeting HDP
outcomes 4 and 5 to a
panel of Honors,
Faculty, and
community members.
Presentation exceeds
expectations (separate rubric)
Presentation
meets
expectations
Presentation does not meet
expectations
Updated 9.22.17
Sample Capstone Plan
Quarter 1 • Take first Honors section (recommend English 101-103 or
LS102 AND/OR Distribution/Elective course at 100 level)
• Submit application for HDP
• Meet with Honors Coordinator
• Enrolled in HDP Canvas shell (continuous entry)
Quarter 2 • Take second Honors section (recommend English 101-103 or
LS102 AND/OR Distribution/Elective course at 100 level)
• Add exemplary work to portfolio
• Meet with Honors Coordinator
• Begin planning capstone
Quarter 3 • Take third Honors section (Distribution/Elective course at
100/200 level)
• Meet with Honors Coordinator
• Establish project mentor (if not already done earlier)
(Summer optional) Suggestions:
• Experiential learning opportunities
• Partners in the Parks
• Volunteer/service learning
• Research for thesis or multimedia project
Quarter 4 • Take fourth Honors section (Distribution/Elective course at
100/200 level)
• Meet with Honors Coordinator
• Begin transfer packets
• Continue reflections
• Make mentor/recommender appointments in early fall
Quarter 5 • Take fourth/additional Honors section (Distribution/Elective
course at 100/200 level)
• Meet with Honors Coordinator
• Complete Capstone portfolio and reflection
Quarter 6 • Meet with Honors Coordinator
• Present Cornerstone to the panel