HomeAnnotated BibliographiesCapstone Experiences Embodying Life-Long Learning: Transition and Capstone Experiences 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:Butler, Des, Sandra Coe, Rachael Field, Judith McNamara, Sally Kift, and Catherine Brown. 2017. "Embodying Life-Long Learning: Transition and Capstone Experiences." Oxford Review of Education 43 (2): 194-208. https://doi.org/10.1080/03054985.2016.1270199.About this Journal Article:This case study describes the first of six principles, which informed the development of a capstone design for Australian legal education, and according to the authors, should inform the development of any capstone. The authors focus on Transition–the first of their selected principles–as a theoretical framework for the pedagogical design they develop. They extend Kift’s Transition Pedagogy, an adaptation of Schlossberg that focuses on first year students, to inform final year practices—viewing final year students as students in transition, too. The authors identify three areas in which the incorporation of transition pedagogy can enhance a capstone experience and help students manage uncertainty, complexity, and change; develop a professional identity; and career plan. While the case study doesn’t cover the implementation of the capstone design, the study can offer a useful model for capstone development. Additionally, the transition framework does a helpful job of linking student development theory (and Schlossberg’s theory of transition) with pedagogy and ends with qualitative data from students as evidence of the necessity of the framework.