Capstone

Abstract: Overview of the writing culture at Dickinson College. Describes writing in the First-Year Seminar, writing-intensive, senior capstone, and English Language learner courses.

Abstract: Preservice teacher education programs worldwide are increasingly becoming field based with student teaching as the capstone experience for preservice teacher learning in the program. Consequently, ...

Abstract: ABET EC 2000 Criteria 3 and 4 specifically focus on student learning objectives and associated assessment and evaluation practices that are often integral to capstone design courses. This paper reports findings from a two-phase study conducted to better understand the nature and scope of assessment practices within capstone design courses across engineering disciplines, and in particular, the extent to which current practices align with ABET EC 2000 expectations. Phase 1 provides the findings from a nationwide survey of engineering disciplines in the U.S. with accredited engineering programs. One hundred nineteen of 274 institutions surveyed returned usable surveys for an institutional response rate of 43%. Faculty at these institutions were asked a variety of questions about the nature of the capstone experience, type of assessments employed, and the extent to which current practices align with ABET EC 2000 Criteria 3 and 4 expectations. Faculty members report that some ABET EC 2000 Criteria are currently not well assessed in capstone design courses and expressed interest in collaborating with colleagues across the country on capstone design assessment, development, and use. Phase 2 reports the findings from interviews and surveys of 98 faculty members identified from Phase 1. Faculty members were asked a variety of questions about classroom assessment practices in capstone design courses. Findings suggest uncertainty on the part of many faculty members concerning sound assessment practices, including writing objectives, using appropriate assessment strategies, sampling material appropriately, and controlling for mismeasurement of student achievement. Based on the findings a variety of recommendations are reported in this paper.

Abstract: Taught as the “capstone” course in most universities, strategic management is designed to teach the skills of strategic thinking and analysis rather than mere facts or concepts. So, educators should have some assurance that their students learn to “do” strategy. Self-efficacy enhances a person’s task interest, persistence, willingness to exert effort, and, ultimately, task performance. This article investigates the relative contribution of simulations and case studies for improving students’ self-efficacy in strategic management. Using pre-and posttest data from a sample of 252 students, the authors conclude that simulations result in significantly higher improvements in self-efficacy than case studies.