As part of the fellowship program, we have been gathering data on the nature of capstone curriculum in practice. The findings from this work and the literature have provided us with a comprehensive picture of the unique nature of capstones. As we know, capstones are extraordinarily diverse. We have also found that they almost ubiquitously […]
The often unique nature of capstone curriculum gives rise to particular tensions and complexities, and presents challenges for staff in design and delivery. Findings from our research on capstone curriculum, and work with capstone staff in higher education institutions, pointed to the most common areas where institutional engagement has the potential for significant positive impact […]
In our research and work with capstone staff in higher education institutions there were common questions asked by staff who were new to designing capstones, arising from some of the less familiar capstone concepts. Many of these topics are not unique to capstones, but as with the institutional guidelines have heightened importance in the capstone […]
In 2010 and 2011 the Australian Learning and Teaching Council (ALTC) conducted the Learning and Teaching Academic Standards (LTAS) project, with the goal of articulating academic standards in several broad discipline areas. Carried out by the Discipline Scholars, this work resulted in a series of ‘LTAS’ statements, which include the threshold learning outcomes expected of […]
by Susan Jones When I was a student, in the 70’s, my lecturers, all products of the British university system, used to terrify us with tales of their ‘finals’ – in which they were expected to answer long essay-type questions that could address any aspect of their disciplinary area – which they may or may […]
Capstones come in many different forms, with a wide range of lengths, weightings and activities. In our review of capstones, we found that there are four very common approaches across disciplines to capstone curriculum, and two very common for some disciplines but not others. These are described below with a caveat: types are often combined […]
Capstones, as the culminating experiences for a course or program, serve a long list of functions. They provide students with the context in which they will integrate and apply prior learning, provide depth and complexity, engender independence and confidence, orient and transition to post graduate life. They are special, significant, challenging and exciting; celebratory achievements. […]
by Tanya Evans Staff in universities far and wide often grumble when asked to teach capstone units. Not me! I am happy to nail my colours to the mast and declare that I relish co-convening our Modern History Capstone unit at Macquarie University. When teaching capstone we have to give our all as convenors and […]
As we talk to staff from across the sector about capstones, and what they need in the way of support, consistent themes are appearing. One of those themes is the difficulty people have interpreting the literature on capstones, particularly key terms that can be found in almost every discussion, but are used differently or are […]
The capstone, traditionally, was a stone placed at the top of a pyramid or building, both signifying its completion and as protection for the walls below. Capstones were often considered the most important part of the building, and elaborately decorated to signify the culmination of the achievement. Similarly, in education capstones are culminating curriculum experiences […]