A capstone activity is a culminating experience in the undergraduate students’ university life.
Essentially, the idea of a capstone experience means this learning activity need not be limited to a single course. Rather, it should be viewed as a consolidation of the study experience using several means that act in synergy to achieve the broad emphases (students’ development or assessment) and subsequent design characteristics identified below.
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1.2 Capstone experience (illustrated) in the normative curriculum
CS1, for illustration purposes, could appear in the first year in order to support student transition into university life, confirm foundational skills and support their choice of discipline major.
CS2 is the final year capstone experience; the key result is to integrate studies and assist students’ transition to the workplace (or into postgraduate study).
1.4 A conceptual illustration of a capstone experience
Adapted from: UCLA Report for the WASC Capacity and Preparatory Review (December 2007)
Essay 5. Shaping Undergraduate Education via the Capstone Experience
Please click the following link to view the original UCLA diagram http://www.wasc.ucla.edu/CPR_Essay5.pdf , 2010-11 UCLA General Catalog
2.3 Evaluating the final year learning experience (FYP) in CUHK
Data collected from 2009 Graduate Capabilities Questionnaire (no. of responses: 303)
The chart above shows how student rated their experience in the FYP in terms of the 4-design characteristics (Fig 1)
Findings:
Students who did a FYP reported slightly better outcomes across all the 4 areas.
Transition into the workplace is the weakest reported area.
Implications:
The FYP is useful in satisfying all four design attributes, but this result needs to be considered in terms of Fig 2 below that suggests the FYP is not having a significant impact on graduate capabilities.
A compulsory FYP is probably a good idea, to serve as a part of the capstone experience (with some redesign needed).
Bar chart showing the graduates capabilities (Fig 2)
Findings:
The mean of students who have completed FYP is slightly higher than those with no FYP, but the difference is not
significant.
Without distinct scores, there is a weak relationship between doing FYP and being more capable.
Implications:
There is no significant benefit in capabilities noted as a result of the FYP
Authentic assessment should be used in order to support the development of students.
A variety of design options in capstone experience are suggested.
Obtaining students’ feedback:
First National Survey of Senior Seminars/Capstone Courses
National Resource Center for The First-Year Experience & Students In Transition
University of South Carolina, Columbia, South Carolina 2008 http://www.sc.edu/fye/research/surveyfindings/pdf/SeniorSeminarSurvey.pdf
