HomeAnnotated BibliographiesCapstone Experiences The Development of Capstone Assignments Using a Faculty Community of Practice Model 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:Reyes, Silvia, Nelson Nunez Rodriguez, and Sarah Brennan. 2023. "The Development of Capstone Assignments Using a Faculty Community of Practice Model." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J Ketcham , Anthony G Weaver and Jessie L Moore, 179-190. Elon, NC: Elon University Center for Engaged Learning.About this Book Chapter:Hostos Community College created a multidisciplinary faculty development course-redesign seminar to craft capstone learning experiences rooted in varied faculty identities and dissimilar pedagogical expertise. We prioritized creating a safe, interdisciplinary, and collaborative environment that was rich with brainstorming, mentoring, and constructive feedback. Eight individual seminars ran for 15 weeks each involving groups of seven or less faculty between 2015 and 2019. Thirty-five faculty participated in redesigning twenty-two courses, using one of two models. This chapter focuses on the first model, a traditional model of individual faculty designing capstone assignments for specific courses in a structured workshop with bi-weekly meetings. The workshop involved developing the assignment, adjusting curriculum, teaching the course, and assessing the delivery and outcomes. This chapter provides a close look at the administrative structures designed to support faculty.
