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Student Skill Developments

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Strengthening Capstone Skills in STEM Programs A Pharmacotherapy Capstone Course to Target Student Learning and Programmatic Curricular Assessment Employability Skills: Student Perceptions of an IS Final Year Capstone Subject Leadership for Dummies: A capstone project for leadership students Investigating PETE majors’ perceptions of lesson study as a capstone experience Capstone lab project on crystallization of struvite Integrative Biology: A capstone course for an introductory biology core Capstone Business Course Assessment: Exploring Student Readiness Perspectives Strengthening Capstone Skills in STEM Programs Employability Skills: Student Perceptions of an IS Final Year Capstone Subject MSW student perception of evaluation research as a capstone project: A pilot study Documenting critical thinking in a capstone course: Moving students toward a professional disposition Undergraduate Public Health Capstone Course: Teaching Evidence-Based Public Health Transition from Student to Teacher–Student Teaching: The capstone experience Embodying life-long learning: Transition and capstone experiences An International Capstone Experience for Pharmacy Students Accountancy capstone: Enhancing integration and professional identity Development of Formative Capstone Simulations to Prepare Novice Students for Initial Clinical Practicum Full Speed Ahead: Using a Senior Capstone Course to Facilitate Students' Professional Transition Teaching Evidence-Based Practice At The Bsw Level: An Effective Capstone Project Evaluating capstone courses: Employing the five R’s model to analyze an agricultural communications magazine class Preregistration student nurses' self-reported preparedness for practice before and after the introduction of a capstone subject
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  • “ICap experiential courses gradually introduce challenging and open-ended assignments that foster cognitive learning. Consequently, those ...higher level skills important in the capstone course are strengthened: critical thinking, quantitative reasoning, teamwork, communications, information literacy, and design process.” (p.6) “In our experience, ICap yields the following transformational benefits to students, instructors, experiential courses, and the curriculum: (1) students self-monitor, reflect and assume greater responsibility; (2) instructors move from being overseers to mentors; (3) liberal education and design process skills are strengthened and integrated; (4) knowledge across topical areas is synthesized; and (5) the quality and rigor of capstone performance improves.” (p.9)

  • Survey and self-evaluation data indicated that students learned within the course. Increases in student confidence in critical ...thinking, problem-solving, decision making, and lifelong learning were also seen during APPEs. (para.2)

  • “Our study suggests that the participants believed the capstone subject did improve a broad range of employability skills and it also demonstrates ...the interrelated nature of these skills...Time management was also an element in interviewing clients and many students mentioned the importance of making the best use of the limited interview time” (p.12) “In other words, students recognised that an essential part of teamwork is the planning/organising skills such as allocating people to tasks and establishing clear goals and deliverables.” (p.10)

  • “The authors believe the Leadership for Dummies capstone project helps students not only use their disciplined mind, the synthesizing mind, and ...their creating mind, but also meet several of Crunkilton’s educational outcomes (e.g., decision making, critical thinking, and written communications).” (p.127)

  • “Results indicate that the student teachers found this form of collaborative planning with their cooperating teachers motivational and presented ... opportunity to increase their ability to observe students, promote stronger collegial networks, and develop a stronger sense of self-efficacy.” (p.228)

  • The post-test scores were significantly higher than those of the pre-test indicating that the learning outcomes were achieved. Students’ overall ...feedback was positive, implying that the lab projects have been successfully implemented. In addition, the lab projects were found to increase students’ writing and presentation skills. (p.25)

  • “The overwhelming majority (89%) of students found the capstone course moderately to very successful in helping them integrate core concepts.” ...(p.35) “Overall, student perception and performance measures suggest that this model for a capstone course for the biology core has been successful at promoting integration of core concepts, appreciation of global ecological issues, and analytical and oral presentation skills of the primary literature.” (p.38)

  • “In the classroom skills areas, speaking and writing skills showed the highest levels of student confidence. Students reported the least confidence in ... their ability to do well on exams and in open classroom discussion. The areas of relatively greater confidence were small-group discussions followed by oral or formal presentations.” (p.144)

  • “Overwhelmingly, student respondents expressed that they are confident in their ability to conduct research from start to finish. Student respondents ...for the most part also reported that they expect to utilize their research skillset in their future social work career.” (p.6).

  • “Throughout the semester students demonstrated critical thinking skills needed as professionals, and more importantly developed a professional ... questioning disposition. Although students exhibited a willingness to transition to professionals, it is unknown how students will perform as professionals...Cultivating a professional perspective evolved from initial codes of gaining confidence to work in the field, being comfortable as a student and from a preliminary code of gaining a sense of the profession.” (p.113) “In other words, students knew the skills required of the profession and were now learning how to act as effective professionals.” (p.114)

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