HomePublicationsSeries on Engaged Learning and TeachingCultivating CapstonesPart 3 Chapter 12: The Development of Capstone Assignments using a Faculty Community of Practice Model Book MenuCultivating Capstones SectionsPart 1Part 2Part 3ChaptersIntroductionChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14ConclusionBook Resources Contributors Buy in PrintISBN: 9781642674170January 2023 Silvia Reyes, Nelson Nunez Rodriguez, and Sarah BrennanHostos 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. Related Book ResourcesGeneral Chemistry Capstone AssignmentDiscussion Questions What are some similar characteristics in the capstone experience between the community college capstone and the capstone offered at a four-year institution? Discuss how Silverthorn’s faculty-development model influenced the development and implementation of the capstone seminar. What community of practice examples do you see—or would you like to see—at your institution that support the capstone? Does your administration support faculty in capstone development including identifying and utilizing new pedagogical approaches? How does this impact the quality of capstones? If you teach at a four-year institution, how might you systematically consider or assess the experiences students bring from their two-year colleges, including their prior capstone experiences? Share: