Assessing Student Learning Outcomes and Documenting Success through a Capstone Course

Bibliographic Data

ID12377921
AuthorsPaul E Sum (University of North Dakota, corresponding author), Steven Andrew Light (University of North Dakota)
Year2010
Volume43
Issue3
Pages523-531
Publication date2010-06-30
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePS Political Science & Politics (JOURNAL)
Journal identifiersISSN: 1049-0965 • E-ISSN: 1537-5935
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096510000764
OpenAlexW2111069442
LanguageEN
Citations received4
References cited2

Colleges and universities are increasingly intentional about meeting well-articulated and consistent general education goals and documenting substantive learning outcomes. Institutional imperatives to document the successful teaching of essential knowledge and skill sets frequently fall to faculty and departments, posing new challenges in an environment of time and resource constraints. A capstone course is an increasingly common method to measure student learning and assess programmatic and institutional success. We provide concrete suggestions to design a capstone course and assess student learning outcomes. After describing the structure of the course and four innovative assignments, we present the results of assessment conducted through the capstone. We further the conversation on the development of best practices and how political science departments can align institutional and programmatic goals and lead the way in university assessment

Capstone · Capstone course · Conversation · Engineering ethics · Higher education · Knowledge management · Mathematics education · Medical education · Pedagogy · Political science · Resource (disambiguation · Computer Science · Engineering · Film in Education and Therapy · Innovations in Educational Methods · Innovative Teaching Methodologies in Social Sciences · Medicine · Psychology

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Open DOISci-HubOpen Access