Abstract: Measuring students' conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) to gauge comprehension of fundamental concepts in molecular and cell biology and the ability to apply these concepts in novel scenarios. Targeted at graduating students, the MBCA consists of 18 multiple-true/false (T/F) questions. Each question consists of a narrative stem followed by four T/F statements, which allows a more detailed assessment of student understanding than the traditional multiple-choice format. Questions were iteratively developed with extensive faculty and student feedback, including validation through faculty reviews and response validation through student interviews. The final assessment was taken online by 504 students in upper-division courses at seven institutions. Data from this administration indicate that the MBCA has acceptable levels of internal reliability (α=0.80) and test-retest stability (r=0.93). Students achieved a wide range of scores with a 67% overall average. Performance results suggest that students have an incomplete understanding of many molecular biology concepts and continue to hold incorrect conceptions previously documented among introductory-level students. By pinpointing areas of conceptual difficulty, the MBCA can provide faculty members with guidance for improving undergraduate biology programs.

Abstract: This paper addresses the design and implementation of project-based capstone courses in undergraduate and graduate management education programs. A team project methodology is proposed that involves collaboration with an external sponsoring organization and focuses upon such issues as strategic analysis and development, remediation of organizational problems, product development, entrepreneurial start-up, not-for-profit organizational development, etc. Key elements discussed include high level educational goals for the capstone, criteria for project selection, processes for sponsor relationship management throughout the project life cycle and the facilitative role of faculty in such experiential learning. Other methods that optimize learning in the areas of leadership development and team process learning are also described.Keywords/Descriptors: Business education, capstone course, experiential learning, problem-based learning, project-based learning.ABSTRACTINTRODUCTIONStudents, employers, accrediting agencies, and those financing higher education increasingly challenge educators to demonstrate learning outcomes worthy of their substantial investments. Traditional academic methods using textbooks, lectures, case studies and other didactic learning approaches all play a potential role in addressing this challenge. Nevertheless, upon completion of a degree program, these stakeholders also want to know that the student can actually integrate and apply what they have learned in the "real world". A recent survey of employers in the Chronicle of Higher Education supports this notion (Maquire Associates, 2013). This study showed that employers preferentially valued a student's real world experiences relevant to the challenges of the employment context versus evidence of time spent in classroom activities, reading assignments, essays, discussions etc. Employers want to know if the student can actually use the knowledge gained in such activities.This paper explores one method for promoting learning grounded in this real-world experiential context - the Project-Based Capstone Course. Although the present analysis is drawn from a management education context, educators in other disciplines such as engineering, education or health care could also apply the approaches outlined herein. Topics discussed include delineation of capstone courses goals, criteria for project selection, processes for sponsor relationship management throughout the project life cycle and the facilitative role of faculty in such experiential learning. Methods for promoting leadership development and team process skills are also described.WHAT IS A CAPSTONE COURSE?Most programs place capstone courses at the end of the curriculum and emphasize integrative problem-based learning versus a more passive "content acquisition" approach (Elam & Spotts, 2004; Wood, Smith, & Powell, 1995). Professional schools often utilize a consultative project, simulation or other experiential process (Razzouk, Seitz, & Rizkallah, 2003; Zechmeister & Reich, 1994) as the heart of the educational endeavor. This experiential learning context challenges students to address "messy" problems in realistic contexts. Here students have to understand multifaceted problems within the frame of their own mental models rather than that provided by the professor or other text materials. As such, these courses rely upon a constructivist approach to learning (Springer & Borthick, 2004) in contrast to more traditional "sage on the stage" pedagogy. As Davenport et al noted, useful knowledge derives from information combined with experience, context, interpretation and personal reflection (Davenport, De Long, & Beers, 1998). These are the hallmarks of a superior capstone experience. These courses treat learning as a search for better ways to act versus a sole emphasis upon lower order learning outcomes (Cavaleri & Fearon, 2000). In addition to their learning potential, such project-based courses are highly motivating to students, encouraging them to become active participants rather than passive spectators in the learning process (Humphreys, 1981). …

Abstract: This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international d...

Abstract: Information technology (IT) professionals have constantly stressed the importance of soft skills and used them as a key factor in hiring and career development. The soft skills are often difficult to be practiced and evaluated in IT curriculum, specifically in a subject or a skill focused course. We took on the challenge in an IT capstone course where students complete a term-long real-world team project. We redesigned the IT capstone course to systematically embed soft skill requirements in the team project, facilitate the training of soft skills, and evaluate students' soft skill competences. In this paper, we present our experiences and findings on curriculum improvement and students' soft skills development and assessment.

Abstract: Purpose – This paper aims to describe experience gained with a required six-credit year-long course, the Capstone Interdisciplinary Team Project, a key component of the Master of Science (MS) in Sustainability degree at the City College of New York. A common feature of sustainability problems is their interdisciplinary nature. Solutions to sustainability problems often require professionals with different training and backgrounds to work as a team. A sustainability curriculum should provide students with the skills needed to competently participate in an interdisciplinary team. Design/methodology/approach – Instructors drawn from different departments and divisions of the college developed a pool of sustainability-focused Capstone projects and acted as mentors to teams of students with diverse undergraduate backgrounds. Students attended workshops designed to provide training in teamwork, research and report preparation. An independent evaluator designed an evaluation protocol to assess the course’s impac...

Abstract: In response to several publications drawing attention to self-assessment and revised Commission on Dental Accreditation standards that state graduates should possess and demonstrate the ability to self-assess, dental hygiene and pre-doctoral dental programs find themselves searching for ways in which to incorporate self-assessment practices into the curriculum. Research indicates that students are often not familiar with self-assessment strategies nor are they effective at self-assessment upon entering professional programs. Therefore, students must be taught strategies to self-assess and be given opportunities to practice and refine these skills. Opportunities to develop and demonstrate self-assessment skills can be incorporated across the curriculum at the classroom level and at the global level. Both the A.T. Still University Arizona School of Dentistry and Oral Health and the University of Missouri-Kansas City School of Dentistry utilize a capstone portfolio project to incorporate self-assessment throughout the curriculum. By combining artifacts from their dental and dental hygiene school experience with reflective writing essays, students can demonstrate attainment of program competencies. As more faculty members and students become involved and engaged in assessment strategies such as portfolios, they are also gaining a greater appreciation for the value of self-assessment.

Abstract: Changes in industry practices, as well as advancements in technologies have moved Building Information Modeling (BIM) and Integrated Project Delivery (IPD) to the forefront in our industry. Practitioners and educators alike see BIM-based technologies changing the fundamental way we design, construct and deliver buildings to the client. It is unreasonable to expect that we can completely duplicate industry practice in an educational setting. However, we can focus on developing specialized knowledge and skill sets in students by implementing a focused practice-based environment around these topics. In this case, the learning environment selected was a senior engineering capstone (senior/comprehensive) design course. This paper describes a comparison of offerings of such a course over four years by conducting a multidisciplinary team collaborative capstone design course using IPD/BIM in architectural engineering at Penn State. The pilot program developed, which includes extensive industry involvement, is cen...

Abstract: This report outlines the background, activities and outcomes of the Office for Learning and Teaching (OLT) National Senior Teaching Fellowship program, along with the broad findings of the program. The term capstone, very generally speaking, refers to a culminating educational experience with a focus on the consolidation of prior learning, the development of graduate capabilities and the transition to post-graduation settings. The broad aims of the fellowship program were to: (1) unpack the complexity of capstone theory and practice nationally and internationally, including the variety of capstone models and their implications for courses, as well as staff and student experiences; (2) provide professional development and a range of cross-disciplinary tools and resources for the ongoing development of innovative capstone curriculum; (3) build collegial networks that would provide the basis for sustained capacity-building across the sector in the design and delivery of a diverse range of capstone models, and; (4) enhance awareness across the sector concerning the need to develop and embed policy and institutional structures that support capstone innovation.

Abstract: A capstone design project is an extensive piece of work that requires creative activity and thinking. It provides a unique opportunity for students to demonstrate their abilities, skills, and experiences that are attained throughout a bachelor of engineering program. The learning outcomes of capstone projects mostly map to all student outcomes at the program level. This paper presents a unified assessment framework for capstone design courses which allows for sound evaluations of student performance and project qualities in addition to assessing student outcomes. The developed framework comprises criteria, indicators, extensive analytic rubrics, and a summative statistical formulation. The presented course and framework are supported by the results, analysis, and evaluation of a pilot study.

Abstract: The Architecture, Construction, Engineering and Operation (ACEO) industries are in urgent need for students with thecapabilities to successfully implement BIM projects with sound strategies. Educators notice that project-based learning(PBL) can help students to understand the practice and challenges of the industries. But few researches paid attention toimplement the PBL approach that could cultivate the expected BIM competences using capstone and real-world projects.In order to respond the problem, this research proposes a process framework of BIM project execution planning (BIM-PEP) for capstone with the integration of PBL and real world project information, The BIM-PEP includes steps ofimplementation and team roles, learning schedule, response collection and evaluation criteria. This research uses casestudies to collect data for the group and instructions responses of the framework implementation. The results indicate thatthe students are able to conduct the chosen BIM usesaccording to process mapping in the early phases of PBL following theprocedure of BIM-PEP. The responses also show the strengths of BIM management and technology and point out thepossible improvements such as flexible capstone schedule and early preparation. This research provides a novel method ofprocess framework and a case study for BIM-PEP capstone, which embodies the knowledge body of BIM education andPBL pedagogy to enhance student competences of engineering education. It provides a sound foundation for theinstruction of BIM education in university teaching.

Abstract: Objective. To develop and implement a capstone course that would allow students to reflect on their development as a professional, assess and share their achievement of the college’s outcomes, complete a professional portfolio, establish a continuing professional development plan, and prepare to enter the pharmacy profession. Design. Students were required to complete a hybrid course built around 4 online and inclass projects during the final semester of the curriculum. Assessment. Faculty used direct measures of learning, such as reading student portfolios and program outcome reflections, evaluating professional development plans, and directly observing each student in a video presentation. All projects were evaluated using standardized rubrics. Since 2012, all graduating students met the course’s minimum performance requirements. Conclusion. The course provided an opportunity for student-based summative evaluation, direct observation of student skills, and documentation of outcome completion as a means of evaluating readiness to enter the profession.

Abstract: This paper reflects on how to practically achieve the necessary organizational and curricular preconditions that allow for conducting Multi􀀀Inter􀀀and Trans – disciplinary engineering capstone design industry􀀀sponsored projects and thereby serve engineering graduates better. The differences between offering multidisciplinary and the common singledisciplinary capstone design courses are also highlighted. Simultaneously, this paper focuses on the key challenges that aggravate the smooth implementation of such a complex undertaking the fundamental goal of which is to offer a multidisciplinary team-based design project work experience to the Students that would be mimicking as close as possible an analogue typical industrial setting. Possible remedial measures for overcoming these challenges are also discussed. A new multidisciplinary capstone design project course offered at the Faculty of Applied Science and Engineering (FASE) at the University of Toronto in the 2013/14 academic year (“APS 490Y Multidisciplinary Capstone Design”) coordinated by Prof. Kamran Behdinan served as the basis for this work.

Abstract: The purpose of this descriptive survey study was to determine the extent to which student teachers deem traditional student teaching skills and activities relevant as part of the capstone student teaching experience. The study population consisted of all (N = 140) fall 2012 and spring 2013 agricultural education student teachers in the North Central Region of the American Association for Agricultural Education (NC-AAAE). The findings shed light on student teachers’ perspectives regarding the relevance of student teaching activities. Student teachers considered the activities associated with the eight constructs in this study relevant or very relevant. Future research should determine if all teacher preparation programs require similar student teaching experiences. Little is known about how student teaching experiences are reviewed and how recommendations are handled at each teacher preparation institution. This study provides feedback to university agricultural education student teaching coordinators regarding the skills and activities student teachers believe are relevant to their capstone student teaching experience.

Abstract: To foster student development, critical thinking, and application skills among public health students at the University of Hawai‘i at Mānoa, a 3-course capstone series was developed as a key component of the public health Bachelor of Arts degree program. Over the course of 1.5 academic years students are actively involved in developing an interdisciplinary project proposal, then executing and presenting an independent, supervised, applied learning project. In the first course, students are introduced to a diverse range of public health projects and methods while working to develop their own project proposal- the foundation for the Applied Learning Experience. The project execution course is designed to allow students to execute their proposed applied learning projects. This experience focuses on the application and integration of public health knowledge, skills, and practice acquired during the bachelor’s degree course of study. Finally, students will be involved in reflecting on, finalizing, and sharing their completed projects in an undergraduate capstone seminar. Through implementation of this series, the program hopes to provide students with the opportunity to actively apply academic skills to real-world application.

Abstract: This paper describes the design of a 10-week summer software engineering capstone course that provides a service learning opportunity through cross-departmental collaboration. The projects for this course centered on developing software products to support education faculty in their work in the greater university area. This paper will also discuss how Scrum was implemented over a 10-week summer semester, the outcomes and challenges of cross-departmental collaboration, the types of projects created for education faculty, and the advantages of connecting software engineering capstone courses with education faculty.

Abstract: This article details a case of using ePortfolios in the evaluation process and assessment of the Department of Communication at the University of Hawai‘i at Mānoa. The program is guided by seven SLOs (student learning outcomes), which are demonstrable skills or abilities that students are expected to possess before receiving their degrees. The SLO framework was implemented in our department with the intent to promote effective learning through the application of a cohesive curriculum that was designed by faculty members. In 2013, we evaluated our program to assess its successes and shortfalls through ePortfolios as an assessment tool. The assessment findings noted gaps in our curriculum, along with a need to improve specific processes, such as better alignment of learning outcomes with the assessment rubric. Overall, we found that the ePortfolios and the assessment process in our senior capstone courses ensure the value of the curriculum over time and serve as agents for cultural change within the department.

Abstract: The capstone design course is a culminating course that offers opportunities for students to acquire technical and soft skillsin the context of a design project. Conventional curricula and lecture-based teaching methodologies are facing problems toaddress the challenges posed by industry-oriented projects. Consequently, this paper proposes a system level approach tothe curriculum and integrates content-based learning with problem-based learning. Content-based learning consists ofcoherent delivery of core concepts and systematic laboratory sessions. Problem-based learning addresses the technicalskills (such as problem formulation and system design) as well as the soft skills (such as communication skills, working inteams, lifelong learning and ethical/professional responsibility). The Digital System Design course in the ComputerEngineering discipline serves as a case study. Assessment through student feedback and the analysis of quantitative datashows a significant improvement in student outcomes.

Abstract: Capstone courses represent a critical juncture in engineering students’ careers. While much of an undergraduate engineering curriculum tends to focus on technical content, capstone courses mimic authentic engineering design experiences, in which students often have opportunities to address realistic open-ended projects and interact with real clients and industry professionals. Further, in many programs capstone courses play a critical role in developing professional skills necessary for effective engineering practice, including project management, communication, and collaboration. Reports by several researchers indicate that capstone faculty treat such professional skills as central learning outcomes. However, few studies have sought to explore student perspectives on the learning that occurs in these project-based environments. To address this gap and broaden our understanding of student experiences in capstone design, we ask: How do students in capstone courses describe their learning gains? To address this question, we present findings from a larger multi-case study of capstone teaching and learning. The full data set for each case includes classroom observations, faculty interviews, and student interviews gathered at multiple points in time across the capstone experience; this paper focuses specifically on data from student interviews and focus groups. These interviews explored students’ perceptions of capstone design, including their experiences with mentors, the challenges they faced, their beliefs about what they learned, and their perceived level of preparation for the future. Interviews were audio recorded, transcribed verbatim, and analyzed using an open coding process. Preliminary findings suggest that students perceive a wide range of both technical and professional learning gains, many of which align with intended course outcomes. Overall, six salient themes emerged in students’ discussion of their learning: 1) development of an engineering identity; 2) knowledge of the design process; 3) connections to the “real world”; 4) project management; 5) self-directed learning; and 6) teamwork skills. While several of these outcomes intersect with those identified by faculty and industry practitioners, we focus on here on development of an engineering identity because it represents an important, but underexplored, area in design education. Analysis of learning in capstone design suggest that although critical contextual boundaries between engineering school and engineering practice may be present, students recognize the relevance of the experience more generally. This research improves understanding of the processes by which student learning outcomes are achieved in capstone design courses.

Abstract: Capstone subjects are increasingly used in Universities worldwide to complete the undergraduate program experience and to transition graduates into the workplace. As such, capstones fulfil a large role consolidating one experience and traversing the gap to another. Yet, little is known or understood about their design, their implementation or evaluation. In this study we investigate the final-year experience from the student's perspective. We surveyed graduates from five Business Schools in Australia to identify perceptions of their final-year experience. Findings indicate that the transition experience of the student to professional is unique. In their liminal or intermediate state between student and professional they recognise the value of process skills, in particular the development of generic business skills related to application and the importance of opportunities for experiencing the application of theory in practice. The findings add a new understanding to the current literature which has not pr...

Abstract: The Myers-Briggs Type Indicator (MBTI) has proved to be a useful instrument for understanding student learning preferences and has enable comparisons of the learning preferences for various personality types. Regarding learning styles, there is no one best combination of characteristi cs, since each preference has its own advantages and disadvantages. Therefore, it is a fallacy to think that professors can devise a single teaching technique that would always appeal to all students at the same time. The ideas presented in this paper have been taken into account in two 4 th year courses, named Software Requirements and Software Design in which the students develop their capstone projects. The results of this investigation may help college instructors to understanding the preferred leaning style of software engineers.

Abstract: It is often challenging for teacher educators to design an authentic Capstone Experience at the graduate level that aligns with what research tells us about the value of authentic assessment and the power of reflection in student’s learning and professional growth. This article introduces an innovative form of assessment for graduate students that is comprehensive, constructive and deeply reflective. Throughout their final semester, students were invited to synthesize and critically and thoughtfully reflect on their learning, to engage in self-assessment, and to take an active role in the conceptualization and design of their Capstone presentations. This product was used as both a personal and professional learning tool, as well as a means of program assessment for faculty. The authors have included a thorough description of the Capstone Experience including: the rationale, framework, expectations for students, components of the final product and presentation guidelines.

Abstract: Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to respond to this need to better prepare undergraduates to face these challenges by undergoing a dramatic shift in teaching practice from teaching-centered to student-centered and from discipline knowledge to graduate capabilities. With this shift came the development of capstone units—a student’s culminating academic experience where authentic learning environments assist students to develop employer-prized capabilities, e.g. metacognition, networking, time management, collaborative skills. The Queensland University of Technology (QUT) launched a new student centered set of science majors in 2012 and in second semester 2015 will offer a capstone in biology for the first time. My main aims with this report are to understand the theoretical basis and logic behind the development of capstone units and to compare and contrast what other Australian institutions are providing. Based on my findings, I recommend six generic elements for capstone units in biological science: 1. Challenging inquiry-based learning tasks that are intentionally ill defined and complicated, and address cutting edge relevant problems. 2. Small group work activities and assessment that encourages positive constructivist learning. 3. Student centered learning where teachers take the role of coaching and mentoring with students also being provided opportunities to network with members of the professional community. 4. Students perform authentic tasks that involve articulating their findings to peers and experts including the experience of having to defend arguments and decisions. 5. Learning opportunities that include career development skills and training. 6. Explicit modeling of self-aware and meaningful learning to encourage deep learning strategies that foster an appreciation for the nature of science. Overall, I found that the characteristics of capstone units should not be focused on transmitting content, nor simply another controlled application of the scientific method; instead the activities and assessment students perform should be complex, relevant, and realistic to encourage students to move beyond being motivated by grades or fear of failure to wanting to understand concepts deeply and solve problems to make a difference within their future professions and communities.