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Fall2013Vol.15No.4

Capstones and Integrative Learning

Whether they’re called senior capstones or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they’ve learned. This issue shows examples of learning outcomes and best practices for capstone courses and programs.

Table of Contents

From the Editor

Analysis

How Students, Faculty, and Institutions Can Fulfill the Promise of Capstones

Ann Ferren and David Paris, AAC&U

Practice

Hampshire College's Division III: To Know Is Not Enough

Laura Wenk and Eva Rueschmann, Hampshire College

Going Beyond the Requirement: The Capstone Experience

Peggy Redman, University of La Verne

Culminating a College Education While Fostering Civic Agency

Seanna Kerrigan and Rowanna Carpenter, Portland State University

Designing and Implementing an Integrative, Collaborative, Problem-Solving-Based General Education Capstone

C. B. Griffin and Wendy Burns-Ardolino, Grand Valley State University

Integrative Learning in the Liberal Arts: From Cluster to Capstone

Naomi J. Stubbs, Ann Feibel, and Paul Arcario, LaGuardia Community College, City University of New York

Research

Taking Stock of Capstones and Integrative Learning

Jillian Kinzie, National Survey of Student Engagement Institute and National Institute for Learning Outcomes Assessment

Reality Check

Becoming a Scholar

Heather McCambly, AAC&U

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