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  1. All undergraduate degree granting programs should have a capstone experience as a requirement for the degree by fall 2013.

  2. All capstone course syllabi must clearly state that the course is a capstone course and define what that means for students.

    1. Definition of a capstone course:

      The capstone course integrates coursework, knowledge, skills and experiential learning to enable the student to demonstrate a broad mastery of learning across the curriculum for further career advancement.

    2. Defining features of a capstone course include but are not limited to:

      • integrating and extending knowledge, skills, perspectives gained through previous coursework, thus demonstrating program’s outcomes concretely

      • reflecting on the social context, the body of literature, or the conceptual framework to which the student’s capstone work poses a contribution.

      • bridging coursework with students’ careers after graduation

      • preparing students for life-long learning

      • the outcome is a tangible product to be presented to the public (written work, oral presentation, multimedia productions in various forms such as websites, CDs, DVDs)

      • topics are selected by students and approved by faculty

    3. Examples of Capstone experiences include but are not limited to:

      • culminating senior experiences

      • achievement portfolio

      • senior project

      • thesis

      • comprehensive examination

      • practicum

      • internship

      • field experience, co-op experience, clinical assignment

      • study abroad

      (adapted from the National Survey of Student Engagement, question on Enriching Educational Experiences)

    4. Examples of capstone course outcomes (how capstone experiences can be evaluated) include but are not limited to:

      1. Critical thinking: the ability to examine issues rationally, logically, and coherently.

      2. Communication competence: the ability to read, write, speak, and listen and to use these processes effectively to acquire, develop, and convey ideas and information.

      3. Contextual competence: an understanding of the societal context or environment in which one is living and working.

      4. Professional identity: a concern for improving the knowledge, skills, and values of the profession.

      5. Motivation of continued learning: exploring and expanding personal, civic, and professional knowledge and skills through a lifetime.

      (adapted from Michigan Professional Preparation Network Report)

    5. Recommended Capstone Experience Outcomes and the Degree Qualifications Profile (DQP)

      Capstone Experience

      Outcome

      DQP Benchmark Alignment

      1. Students will demonstrate the ability to examine issues rationally, logically, and coherently.

       

       

       

      Evaluates, clarifies and frames a complex question or challenge using perspectives and scholarship from a student's major field and at least one other. (SK)

      Constructs a project related to a familiar but complex problem in the field of study by assembling, arranging, and reformulating ideas, concepts, designs or techniques. (SK)

      Constructs a summative project, paper, or practice-based performance that draws on current research, scholarship and/or techniques in the field. (SK)

      Formulates a question on a topic that addresses more than one academic discipline or practical setting, locates appropriate evidence that addresses the question, evaluates the evidence in relation to the problem's contexts, and articulates conclusions that follow logically from analysis. (AL)

      Completes a field-based assignment in the course of study that employs insights from others; evaluates a significant question in relation to concepts, methods or assumptions in at least one academic field; and explains the implications of learning outside the classroom. (AL)

      2. Students demonstrate an understanding of the societal context or environment in which one is living and working.

      Frames a complex scientific, social, technological, economic or aesthetic challenge or problem from the perspectives and literature of at least two academic fields and proposes a "best approach" to the question or challenge using evidence from those fields. (BIK)

      Presents a project, paper, performance or other appropriate task linking knowledge and skills from work, community or research activities with knowledge acquired in academic disciplines; explains how elements were combined to shape meaning or findings; and shows the relationship to relevant scholarship. (AL)

      Develops and justifies a position on a public issue and relates this position to alternative views within the community or policy environment. (CL)

      Collaborates in developing and implementing an approach to a civic issue, evaluates the process and, where applicable, weighs the result. (CL)

      Explains diverse perspectives on a contested issue and evaluates insights gained from different kinds of evidence reflecting scholarly and community perspectives. (CL)

      3. Students demonstrate a motivation to continue learning, exploring, and expanding personal, civic, and professional knowledge and skills through a lifetime.

      Develops and justifies a position on a public issue and relates this position to alternative views within the community or policy environment. (CL)

      Collaborates in developing and implementing an approach to a civic issue, evaluates the process and, where applicable, weighs the result. (CL)

      Explains diverse perspectives on a contested issue and evaluates insights gained from different kinds of evidence reflecting scholarly and community perspectives. (CL)

      4. Students demonstrate the ability to read, write, speak, and listen and to use these processes effectively to acquire, develop, and convey ideas and information.

      Constructs sustained, coherent argument or presentation on technical issues or processes in more than one language and in more than one medium for general and specific audiences; and works through collaboration to address a social, personal or ethical dilemma. (Comm Fluency) (IS)

      SK = specialized knowledge, AL = applied learning, BIK = broad, integrative knowledge, CL = civic learning, IS = intellectual skills

    6. Autonomy of degree program

      Degree programs are encouraged to shape and create capstone specific curriculum that addresses the culmination of learning and potential applications for the future. Degree programs will have the autonomy and expectation of developing their own capstone experience.

    7. Enrollment

      Enrollment to capstone courses or courses with capstone experience will be restricted to seniors; however, advisors can override this restriction.