As discussed in the initial post in this series, signature work consists of student-driven, integrative projects that address complex, real-world problems by synthesizing knowledge across disciplines. In this post, I examine types of engaged learning activities that could be categorized as signature work.

Expanding the Definition

While the American Association of Colleges and Universities (AAC&U 2015) defines signature work as student driven, integrative projects that address complex, real-world problems by synthesizing knowledge across disciplines, there are still intricacies about signature work that make it difficult to clearly and consistently define. For example, Kuh (2008)’s High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, outlines the key types of High-Impact Practices (HIPs) but does not include signature work. However, many types of signature work are included in the list of HIPs, which suggests signature work itself should be considered an overarching umbrella term for high-impact culminating experiences that meet certain qualifications.

Types of Signature Work

Several engaged learning experiences could be characterized as signature work, depending on their design and implementation.

Capstone Courses

Arguably one of the most common and straightforward types of signature work, capstone courses and projects synthesize a student’s learning into a cohesive culminating experience. To add another layer of complexity to signature work’s definition, capstone courses and projects are considered HIPs and often include assignments that are also HIPs themselves, such as creating an ePortfolio (Bell et al. 2015). These courses and projects are often completed in a student’s senior year, which allows the student to draw upon all their prior academic knowledge and educational experiences to apply in a real-world context. As such, these activities help students demonstrate mastery of subject matter and increase graduate readiness to transition to the workforce or continued education. Some capstone courses are interdisciplinary in nature, while others are specific to a student’s major, and they may or may not be a graduation requirement.

Community-Based Initiatives

Another term for service-learning or civic engagement, community-based initiatives connect students with local communities to address real-world issues through hands-on projects. While certain disciplines may lend themselves better to service-learning projects than others, community-based initiatives are inherently interdisciplinary, allowing students to integrate knowledge from a wide range of prior coursework and apply it in this culminating experience (Peden 2015). By engaging with the community to address a genuine problem or need, students become more deeply invested in their learning, benefit their communities, understand societal challenges, and develop a deeper sense of their roles as active citizens.

Undergraduate Research

Undergraduate research projects allow students to engage deeply with a specific topic, often driven by the student’s own interests and inquiry. The College of Wooster in Ohio provides a prime example of the many forms research can take, and requires seniors to “plan, develop, and complete a significant piece of original research, scholarship, or creative expression—culminating in a major research paper, an art exhibit or a performance—that pulls together what [they’ve] learned and demonstrates the analytical, creative, and communication skills [they] have honed…” (Peden 2015, 25). Research enhances analytical skills and allows students to potentially contribute new knowledge or insights in their academic disciplines. Furthermore, students may choose to share their research through presentations or publications, which provide additional benefits and skillsets to aid students’ transition to the workforce or advanced degrees.

Applied Learning Experiences

Applied learning experiences are defined as hands-on experiences that allow students to apply knowledge and skills, synthesize their learning, and transfer learning to new and complex real-world problems (Jach and Trolian 2019). Some examples of applied learning include internships, practicums, and cooperative education (collectively known as work-integrated learning), where students apply classroom knowledge in professional settings. These experiences bridge the gap between theory and practice, providing practical skills and applications for transitioning to employment. There is evidence to suggest that engaging with practicum increases students’ perception of their readiness for practice and demonstrates how signature work, among other HIPs, can improve student outcomes in academic engagement, motivation, and persistence (Jach and Trolian 2019; Ragsdale and Schuessler 2021).

Other Types

Due to the expansive definition of signature work, it is difficult to pinpoint every type of culminating experience students may choose to engage in. Other forms of signature work that were not selected to be highlighted here, such as digital portfolios or creative projects, offer students the flexibility to showcase their skills in innovative ways. These customized projects can align closely with personal interests, allowing for unique expressions of learning and achievement. If an experience possesses the key characteristics of signature work, it could likely be classified as such, and these designations may vary from institution to institution.

A future post in this series will explore specific examples of how signature work is defined and implemented at other institutions.

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References

Association of American Colleges and Universities. 2015. “The LEAP Challenge: Education for a World of Unscripted Problems.” Liberal Education 101 (1–2). https://www.aacu.org/publications-archive/liberal-education-archive.  

Bell, Sandra, Fredrick T. Evans, Shannon Murray, and Margaret A. Smith. “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, 124-133, New York, NY: Routledge, 2023. https://www.centerforengagedlearning.org/books/cultivating-capstones/part-2/chapter-7.  

Jach, Elizabeth A., and Teniell L. Trolian. 2019. “Defining Applied Learning and Related Student Outcomes in Higher Education.” New Directions for Higher Education, 188: 7–11. https://doi.org/10.1002/he.20340. 

Kuh, George D., Carol Geary Schneider, and Association of American Colleges and Universities. 2008. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: Association of American Colleges and Universities. https://www.aacu.org/publication/high-impact-educational-practices-what-they-are-who-has-access-to-them-and-why-they-matter. 

Peden, William. 2015. “Signature Work: A Survey of Current Practices.” Liberal Education 101 (2): 22–29. https://www.aacu.org/publications-archive/liberal-education-archive. 

Ragsdale, Michele, and Jenny B. Schuessler. 2021. “The Impact of Simulation and Senior Practicum on Graduating Senior Nursing Student’s Readiness for Practice.” Clinical Simulation in Nursing 53: 66–70. https://doi.org/10.1016/j.ecns.2020.10.001.

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About the Author

Hannah Southern is an Assistant Registrar at Elon University, where she’s also enrolled in the Master of Arts in Higher Education program.

How to Cite this Post

Southern, Hannah. 2025. “Different Types of Signature Work.” Center for Engaged Learning (blog). April 18, 2025. https://www.centerforengagedlearning.org/different-types-of-signature-work.