BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

The Engaged Learning and Teaching Series Series

Cultivating Capstones

Designing High-Quality Culminating Experiences for Student Learning

Paperback
March 2023
9781642674170
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642674170
  • Language English
  • Pages 228 pp.
  • Size 6" x 9"
  • Images 30 illus
$37.50
Hardback
March 2023
9781642674163
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642674163
  • Language English
  • Pages 228 pp.
  • Size 6" x 9"
  • Images 30 illus
$150.00
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March 2023
9781642674187
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  • Publisher
    Stylus Publishing
  • ISBN 9781642674187
  • Language English
  • Pages 228 pp.
  • Size 6" x 9"
  • Images 30 illus
$150.00
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March 2023
9781642674194
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642674194
  • Language English
  • Pages 228 pp.
  • Size 6" x 9"
  • Images 30 illus
$37.50

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.

Series Foreword -- Jessie L. Moore and Peter Felten  

Introduction: Capstone Experiences in Undergraduate Education -- Jillian Kinzie, Caroline J. Ketcham, Anthony G. Weaver, and Jessie L. Moore

Section 1: Understanding the Landscape of Capstone Experiences -- Anthony G. Weaver, Caroline J. Ketcham, and Jessie L. Moore

Chapter 1: Frames, Definitions, and Drivers: A Multinational Study of Institutionally Required Undergraduate Capstones -- Janet Bean, Chris Beaudoin, Tania von der Heidt, Dave Lewis, Carol Van Zile-Tamsen  

Chapter 2: Capstone Influences and Purposes -- Russell Kirkscey, Dave Lewis, Julie Vale 

Chapter 3: Institutional Considerations for Capstones on Campus: Perspectives Based on National Data on Senior Culminating Experiences -- Dallin George Young, Tracy L. Skipper, and Rico R. Reed

 

Section 2: Exploring Capstone Experience Models -- Caroline J. Ketcham, Anthony G. Weaver, and Jessie L. Moore 

Chapter 4: Where There’s a Will, There’s a Way: Implementing a Capstone Experience for General Education -- Carol Van Zile-Tamsen, Janet Bean, Christina Beaudoin, David Lewis, and Tania von der Heidt 

Chapter 5: Preparing Students for the Fourth Industrial Revolution -- David Lewis, Janet Bean, Christina Beaudoin, Carol Van Zile-Tamsen, and Tania von der Heidt 

Chapter 6: How Two Australian Universities Achieved “Capstones for All”: A Change Management Perspective -- Tania von der Heidt, Carol Van Zile-Tamsen, Dave Lewis, Janet Bean, Christina Beaudoin  

Chapter 7: Adapting a Capstone: Projects and Portfolios across Four Courses and Three Institutions -- Sandra Bell, Frederick T. Evers, Shannon Murray, and Margaret Anne Smith

Chapter 8: Just a Few Minutes of Your Time: Using Qualitative Survey Data to Evaluate and Revise a Capstone Project at an Early College Network -- Matthew Park, Paul Hansen, Guy Risko, and Joshua Walker

Chapter 9: Students-as-Partners and Engaged Scholarship: Complementary Frameworks -- Andrew J. Pearl, Joanna C. Rankin, Moriah McSharry McGrath, Sarah Dyer, Trina Jorre de St Jorre 

Chapter 10: Designing Democratic Spaces: Public-Facing Civic Capstone Courses -- Cindy Koenig Richards, Nicholas V. Longo, and Caryn McTighe Musil

 

Section 3: Supporting Capstone Faculty and Staff -- Jessie L. Moore, Caroline J. Ketcham, and Anthony G. Weaver 

Chapter 11: Understanding Faculty Needs in Capstone Experiences -- Morgan Gresham, Caroline Boswell, Olivia S. Anderson, Matthew J. Laye, and Dawn Smith-Sherwood 

Chapter 12: The Development of Capstone Assignments Using a Faculty Community of Practice Model -- Silvia Reyes, Nelson Nunez Rodriguez, and Sarah Brennan 

Chapter 13: Peer Reviewing to Support Quality Assurance of Capstone Experiences: A View from Australia -- Michelle J. Eady and Simon B. Bedford 

Chapter 14: Positionality and Identity in Capstones: Renegotiating the Self through Teaching and Learning -- Moriah McSharry McGrath, Sarah Dyer, Joanna Rankin, and Trina Jorre de St. Jorre 

Conclusion: Committing to Equitable, High-Quality Capstone Experiences -- Caroline J. Ketcham, Jessie L. Moore, and Anthony G. Weaver 

About the Authors

Index

Caroline J. Ketcham

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

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

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 Center’s 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.

undergraduate education; capstone experiences; student learning; undergraduate capstones; preparing students; projects and portfolios; capstone courses