This method engages students in learning more deeply those essential facts and skills that have been emphasized in a course or unit. The faculty designs an extended inquiry process structured around complex questions – authentic to the academic discipline under study and carefully designed to allow for student creativity. Good mentoring during the students’ problem-solving is critical to their development of high quality products and tasks.
If the project is authentic, the students should often encounter difficulties and experimentation or exploration during the process can lead to small failures – the faculty mentor should anticipate and acknowledge those setbacks as part of the scholarly research process.
A good capstone project in a course requires students to work in a task force that must collaboratively apply real world and theoretical knowledge to solve a problem. Performance is assessed on an individual basis, and takes into account the quality of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization. Assessment is best deployed by the use of rubrics that describe acceptable levels of synthesis and problem-solving on the part of the individual and the groups. The teams should be given a chance to defend their solutions and to reach a consensus on project decisions as a team. This then can serve as a practice site for real work environments where solving complex problems cannot typically be achieved individually but in groups who brainstorm possible solutions and achieve project milestones.
Project-based learning relies on higher levels of student learning – these are described in Bloom’s Taxonomy and in Fink’s Taxonomy of Significant Learning. The student who engages in a well-designed project:
Capstone projects may be continued from prior semesters – just like in the real world where new group members join and others leave a long term project. A key competitive edge for our graduates in today’s global economy lies in a greater expertise in soft skills, not just content mastery. “Teamwork, the capacity to innovate, the ability to access knowledge that has not yet been discovered, as well as multicultural proficiency and communications skills are prized attributes of today’s and tomorrow’s global talent pool (Alvarado, 2006).”
|Large Classroom Settings||Seminar Settings||Small Group Settings|
General Resources on Capstone & Project-Based Learning
“Assessing Learning Objectives Bloom’s Taxonomy,” Illinois Online Network
Dee Fink, Creating Significant Learning Experiences (Jossey-Bass, 2003); and,
free booklet: “Self-Directed Guide for Designing Courses for Significant Learning”
“Learning Portfolios” Critical Thinking in the College Classroom, Center for Teaching and Learning, University of Texas at Austin, http://www.utexas.edu/academic/ctl/criticalthinking/#Metacognition/Introduction
John Mueler, “Rubrics,” Authentic Assessment Toolbox
Rubistar [free tool to create rubrics for project-based learning activities]: http://rubistar.4teachers.org
Kelvin Thompson, “‘Bag It and Tag It’: Implementing a Course-Level Learning Portfolio Using CMS-Based Tools to Document Student Learning When Teaching in Wild, Open Spaces with Cloud-based Tools,” ELI meeting presentation (slides and video), February 14, 2011, http://www.educause.edu/Resources/BagItandTagItImplementingaCour/224045.
“Teaching Strategies: Experiential Learning and Field Work,” Center for Research on Learning and Teaching, University of Michigan. http://www.crlt.umich.edu/tstrategies/tsel.php
Return to High Impact Practices