Toward a Model for Capstone Experiences: Mountaintops, Magnets, and Mandates

Autor/inn/en	Rowles, Connie J.; Koch, Daphene Cyr; Hundley, Stephen P.; Hamilton, Sharon J.
Titel	Toward a Model for Capstone Experiences: Mountaintops, Magnets, and Mandates
Quelle	In: Assessment Update, 16 (2004) 1, S.1-2 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
Schlagwörter	Higher Education; Curriculum; Guidelines; Learning Experience; Undergraduate Students; Indiana + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Curricula; Lehrplan; Rahmenplan; Richtlinien; Lernerfahrung
Abstract	Capstone experiences in higher education are not a new phenomenon. Indeed, for several decades, graduating seniors in a variety of disciplines from a wide range of institutions have participated in a course, program, or activity designed to facilitate their transition to the real world beyond the academy. It has been found that capstones provide an ideal opportunity to identify, assess, and document what students are learning and how effectively they can apply what they have learned to the problems facing them and society. In this article, the authors describe the campus-wide framework for baccalaureate capstone experiences developed by the Indiana University-Purdue University Indianapolis (IUPUI). The authors also outline several keys to capstone experiences that will help students and faculty maximize their experiences. (ERIC).
Anmerkungen	Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10