NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002389
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: ERIC
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0021-3667
Understanding the Capstone Experience through the Voices of Students
McGill, Patsy Tinsley
Journal of General Education, v61 n4 p488-504 2012
The emphasis on engaging students in high-impact educational practices is increasing in higher education. Since its release in 2008, "High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter" has been the go-to report for campuses seeking guidance to help their students "reap the full benefits--economic, civic, and personal--of their studies in college" (Kuh, 2008, p. 1). Thanks to the foresight of its founding faculty, California State University, Monterey Bay (CSUMB), has prioritized student-centered outcomes-based educational practices since its beginning. Across the eighteen undergraduate degree programs offered at CSUMB, not only must students participate in the bookend high-impact experiences of first-year major pro-seminar and senior capstone, they must also take milestone writing-intensive courses and community-based service learning courses as requirements for graduation. Faculty at CSUMB, however, find that simply engaging students in high-impact educational practices does not necessarily equate to students achieving the desired outcomes. As the lead capstone faculty member in the CSUMB School of Business, the author struggles each semester to help students achieve the major learning outcomes defined in their curriculum--outcomes that can also help students succeed in the workplace and/or in graduate school. In her quest to increase the effectiveness of student learning, in 2007 the author joined two other faculty members at CSUMB in a three-year exploration of capstone on their campus. Their primary goal was to increase their understanding of the capstone experience of CSUMB students and their instructors in undergraduate degree programs. The findings explore the learning students experience in capstone, the value students place on the capstone experience, and how to make the experience more effective through preparation, communication, structure, and support.
Pennsylvania State University Press. 820 North University Drive, USB 1 Suite C, University Park, PA 16802. Tel: 800-326-9180; Tel: 814-865-1327; Fax: 814-863-1408; e-mail: info@psupress.org; Web site: http://www.psupress.org/journals/jnls_jge.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California