Post on 23-Dec-2015
transcript
+Advancing Capstone Learning at LaGuardia
1 October 2010Rethinking the Capstone Experience Seminar
J. Elizabeth Clark
+
Methodology & Research
+Faculty Research Team
J. 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, CTL
Craig 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)
+Capsto
nes: Fo
r Stu
dents
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).
Cap
stones: Fo
r Facu
lty,
Pro
gra
ms &
the
Institu
tion
+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