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 […]
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 […]
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 […]
Higher education contains two critical transition points for students: the first year of their experience or ‘transition-in’ (whether that be in the first year of a course or their first experience) and the final year of their program, or ‘transition-out’ (Webb, 2012). Over the past decade, much effort has been expended to systematically improve the […]
By Marcus Powe, RMIT University Last century, yes the 1980’s, capstones were alive and well and were designed to do one thing, to really see if a graduating student could “do it”. This radical approach shook the foundations of the university as the teacher/lecturer not only had to have intellectual mastery of the research and […]
by Dr Ken Robinson, MAPS Capstone unit coordinator in psychology, Edith Cowan University, WA If your university is anything like mine, then there is a lot of talk about getting graduates job ready. Many recall wryly the article by Atkins (1999) when he referred to graduates being “oven-ready and self-basting”, and since that time much […]