HomeAnnotated BibliographiesCapstone Experiences Adapting A Capstone: Projects and Portfolios Across Four Courses and Three Institutions Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Mentoring Service-Learning Student-Faculty Partnership Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Bell , Sandra, Frederick T. Evers, Shannon Murray, and Margaret Anne Smith. 2023. "Adapting A Capstone: Projects and Portfolios Across Four Courses and Three Institutions." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J Ketcham, Anthony G Weaver and Jessie L Moore, 113-124. Elon, NC: Elon University Center for Engaged Learning.About this Book Chapter:This chapter tells the story of how a capstone course for fourth-year students was adopted and adapted into four courses across three institutions and various disciplines, with plans now to bring it to a fourth university. Each course leader highlights adaptations made based on discipline and institution, and offers lessons learned about encouraging enrollment, bringing colleagues on board, connecting to the broader community, and making sure each course outlives its initial champions. Founded on the work of the Senior Year Experience work at National Resource Center for The First-Year Experience and Students in Transition, the courses varied in their readings and focus but all had as their goals the integration of students’ degree learning and an intentional transition from university to the rest of life. An Action Project and Skills Portfolio are major components of the course and were adapted to fit the discipline of English Literature and expanded as a capstone requirement for the Applied Communication, Leadership, and Culture program. It was further adapted to the University of New Brunswick Saint John context, where faculty highlights aspects of reflection and transitioning, included an ePortfolio, and invited a range of alumni to talk about their learning and employment experiences. With each iteration, instructors have shifted the readings and focus depending on the discipline but have adhered to the connection between that discipline and the world beyond campus walls. The Skills Portfolio has been adapted to changes in job search expectations, moving from mainly paper to mainly online portfolios. But two basic principles persist: students look back at their degrees by using the tools those degrees have taught them; and they look forward to their post-degree lives with an adaptable portfolio that helps them articulate their skills, knowledge, and attributes.