1 Capstones: strategies for design, implementation, teaching, assessmentLearning and Teaching Week Angela Brew and Leigh Wood
2 Seminar Overview What is a capstone subject?Features Types History Capstones in Australian business schools Why offer a capstone subject? Approaches to learning, teaching and assessment Common dilemmas Case studies and examples
3 What is a Capstone? The capstone is the top or crowning stone of a wall or other structure, which reduces the erosion of mortar and preserves the integrity of the wall. Capstone subjects are thus designed to ‘protect what students have learned by integrating course work into a climactic experience’ (Redmond, 1998: 73). A capstone subject is usually taken in a student’s last year or semester of study. As well as giving students an opportunity to integrate previously acquired knowledge, skills and experiential learning, it is designed to prepare students for the next stage in their careers, whether that is in the workplace or further studies.
4 Capstones look both backwards and forwards.Capstone subjects therefore have a dual function. Like Janus, the Roman god of beginnings and endings, they look backwards and forwards. They look backwards, by bringing together the knowledge and experiences students have gained during their university studies, by providing opportunities to reflect on the program as a whole, and by helping students make connections between the subjects they have studied. They look forwards by providing a vehicle for students’ professional socialisation and the development of professional identity to assist the transition to employment (Lizzio & Wilson, 2004), and for students’ self-efficacy as fledgling practitioners (Dunlap, 2005). Connecting the ‘looking backward’ and ‘looking forward’ aims, capstones may be used to confirm that students have mastered what are variously referred to as ‘employability’, ‘graduate’ or ‘generic’ skills (van Acker & Bailey, 2011: 69).
5 Features of a Capstone SubjectA capstone subject gives students the opportunity to: Integrate their knowledge Consolidate key skills Apply their knowledge to authentic problems Reflect on their actions and experiences Develop their professional identity As part of the project, we’ve developed these ‘defining features’ of a capstone subject. They’re based on the literature on capstones and informed by our research and understanding of what capstones are like in practice. In essence, a capstone subject gives students the opportunity to: Integrate the knowledge they have gained and to see ‘how it all fits together’; Consolidate the key skills they will require in their professional lives, including: the ability to collaborate and work effectively in a team; the capacity to communicate effectively; and the ability to think critically and to reconcile theory with practice. Apply their knowledge in exploring an issue or solving an authentic problem, in a way that simulates professional practice. Reflect on and evaluate their actions and experiences, to equip them to be reflective practitioners and citizens. Develop their professional identity and confidence in their professional capacity.
6 Ten ways to change undergraduate educationMake research-based learning the standard Construct an inquiry-based freshman year Build on the freshman foundation Remove barriers to interdisciplinary education Link communication skills and course work Use information technology creatively Culminate with a capstone experience Educate graduate students as apprentice teachers Change faculty reward systems Cultivate a sense of community (Boyer Commission 1999)
7 History of Capstones Emerged in the US in the 1970s/early 1980s.Addressed disconnect between university education and the world of work. First adopted in sociology, now found across disciplines. Still more common in the US than Australia. According to Schroetter and Wendler (2008, citing Schmid 1993), the emergence of capstone experiences began in the United States in the 1970s and early 1980s in response to criticisms that there was a disjuncture between university education and the world of work. Capstone experiences of various kinds were designed to make the connection between what students had learned during the course of their degree and the outside world of business, society, culture or further education. While the discipline of sociology was an early adopter of capstones (Wagenaar, 1993), they are now found in all fields of study, and in all disciplines across business. It seems no field or discipline is inherently ‘unsuitable’ for a capstone, and they are now very widespread in business programs. Only 2.7% of later year students in Australasia have a ‘capstone experience’ in their course compared to 36.8% in US. (AUSSE, 2010:25)
8 Why offer a capstone subject?To enhance students’ learning. To improve student experience and outcomes (as measured by CEQ and graduate destination survey). To equip students for transition to work or further study. To address employer dissatisfaction with graduates’ skills. To meet standards for international business school accreditation (EQUIS, AACSB, EMBA) To meet national requirements—TEQSA and AQF
9 Common Approaches ApproachPercentage of capstone subjects using this approach* Project brief or assignment set by lecturer that simulates professional practice 40 Case studies or problem based learning 29 Projects for real, external clients 11 Some other type of research-based project 9 Work placements (described as capstone subjects) Computer-based simulations 5 Other approaches (including lecture-based subjects) *some subjects involve more than one approach
10 How Capstones Are TaughtCapstones usually involve: limited introduction of new conceptual/theoretical material; more time allocated to ‘workshops’ and ‘tutorials’ than lectures; group work; formal and informal contact with practitioners e.g. as ‘guest lecturers’; team teaching—to model collaborative approaches and draw on diverse skills; and fewer or no exams. (Adapted from Bailey, Oliver & Townsend, 2007: 67)
11 Relevant Teaching and Learning TheoryCapstones subjects tend to involve ‘student-centered’ and ‘experiential’ approaches such as: Constructivist approaches Problem-based learning Action learning The case study method
12 What teachers say about capstones‘It turns teaching on its head. You get to know students [more than in other subjects’] and it’s a lot of fun.’ ‘It’s not about new content so much as new contexts.’ ‘This subject has taught me that students can learn without [too much of] my guidance and they can do it really well.’ ‘Capstones are without the borders and parameters that we lock around other courses. Understand how it all fits together. …that’s what you want for students.’ ‘It’s about giving them confidence that they can tackle things, which is really important for their transition.’
13 Alumni Comments on Capstones“I really enjoyed my capstone course, our lecturer was fantastic and made the content very fun to learn, everything that we learnt is extremely relevant to my role now, I liked the assessments we were given, and feel that it has helped me in my current role now” “Capstone helped with some things such as oral presentations and preparing client letters. However many other subjects should try and incorporate this also because being able to handle the technical elements such as preparing a tax return has been taught however dealing with clients especially different level clients can be terrifying to some” “My capstone unit. Working for a real client on a real project/campaign gave me the opportunity not only to apply my skills and knowledge, but also to do something that I could put on my resume and add to my portfolio of work” (Capstone Courses in Undergraduate, Business Degrees - Alumni Survey Results)
14 Alumni Feedback on Capstones
15 Importance of AssessmentsGraduates were asked to rank order assessment items according to how important they were in preparing for the workplace. The most important was ranked as 1 and the least as 10.
16 Importance of In-Class ActivitiesGraduates were asked to rank in-class activities relevant to how important these were in preparing them for the workplace. The most important was ranked as 1 and the least as 10.
17 Common Pedagogical DilemmasHow is a capstone different to other subjects? How to lecture less (the ‘2/1 tyranny’)? How much ‘new content’? Dealing with negative student reactions Teaching very large classes
18 Common Political DilemmasLogistics, resources, assumptions Balancing stakeholder interests ‘Tweaking’ existing units What to do about ‘wannabe’ capstones?
19 Common Personal DilemmasMaking the unit sustainable Who cares? The role of idiosyncrasy and personal strengths in teaching ‘Right brain’ thinking
20 Some Parting Tips Don’t try to cover everything!Constructive alignment is the key It’s useful to look at job ads and talk to employers Balance the macro and micro Affective dimension is all-important Teach to personal strengths Expect the subject to keep evolving
21 Example: Cases in Public PolicyStudents are required to prepare briefing papers on topic such as: Should the drinking age in Queensland be raised to 21? All live animal exports from Australia should be banned. All cigarettes should be sold in plain packaging Australia should abandon off-shore processing of asylum seekers
22 Cases in Public Policy: AssessmentAssessment requirements are as follows: A briefing note for a minister 800 words Worth 30% A cabinet submission and appropriate appendices 2000 words Class participation Contributing in class 10% Presentations 10% Exam Worth 20%
23 Example: Financial PlanningStudents are required to: prepare a statement of advice or financial plan that meets industry standards, drawing on relevant theory; conduct practical exercises relevant to work in the industry, such as: researching the Financial Planning Guide to find answers to questions; working on fund manager profiles; creating excel spread sheets. explore and reflect on ethical issues such as what it means to be ‘socially responsible’.
24 Financial Planning: AssessmentClient interview Prepare a client file and role play an initial client interview Worth 15% Construct a Statement of Advice Research and evaluate a client’s financial planning options Detail recommendations in a SoA Exam Case study under exam conditions Worth 50%
25 Example: Public RelationsStudents work in teams to develop and present a public relations campaign for a real world client. No new content, but ‘lots of new contexts’. The subject models professional practice with ‘workshops’, ‘work in progress’ meetings and ‘supervisors’. Focus on developing practical skills e.g. ‘bootcamps’ and ‘professional practice primers’ Substantial practitioner involvement. Emphasis on reflection, working effectively in teams and the ethical implications of decisions.
26 Public Relations: AssessmentOral presentation Students pitch the key ideas they’ve developed in response to the brief. Client and supervisor give feedback Worth: % (team), 10% individual Report (Campaign Plan) Students prepare full public relations campaign, incorporating feedback from presentation Length: 2000 words Worth: 40% Portfolio Students develop a range of tactical elements from campaign plan Length: 1500 words Worth: 30%
27 Other Examples Marketing: use of simulation ‘Markstrat’Accountancy: use of PBL and ‘unstructured’ problems Public relations: involves campaign plan, ‘pitch’, portfolio of tactics Employment Relations: focus on ‘strategies in action’ and professional practice Entrepreneurship: building and launching a new venture Mountaintop: self-developed computer simulation, based on ‘socially innovative’ commerce and UN Global Compact
28 Questions???