Signature Work

Definition

Signature Work represents a culminating educational experience in which students integrate and apply their learning to a complex problem or question that is significant to them and to society (Association of American Colleges and Universities [AAC&U] 2015; Budwig and Jessen-Marshall 2018). Signature Work challenges students to tackle unscripted, real-world problems through a student-driven project (AAC&U 2015). 

These projects are distinguished by a consistent set of core characteristics: 

  • Student Agency: Students take ownership of their learning by selecting topics and approaches that align with their interests and goals, making the work truly signature to each individual (Budwig and Jessen-Marshall 2018). 
  • Integration: Students are required to draw upon and synthesize knowledge from multiple sources, including their major, general education, and co-curricular experiences (Peden 2015). 
  • Application: Learning is applied to authentic, real-world problems, often in collaboration with community partners (Budwig and Jessen-Marshall 2018). 
  • Sustained Inquiry: These are not brief assignments but substantial undertakings that typically span more than a semester—and sometimes span one or two academic years (Campbell 2016). 

While Signature Work can take many forms, it is best understood as a “meta-HIP” culminating experience that intentionally promotes students’ integration and application of their learning across multiple High-Impact Practices (HIPs) (McClellan 2015; Weber and Myrick 2018). 

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What makes it a high-impact practice?

The power of Signature Work lies in its integrative nature. Research shows that the benefits of HIPs are cumulative; the more a student experiences, the greater the positive impact on their learning and persistence (Kuh et al. 2017; Watson et al. 2016). By design, Signature Work functions as a meta-HIP that combines multiple practices into a single, cohesive project, thereby amplifying its effect (Weber and Myrick 2018). 

The ePortfolio, recognized as the eleventh HIP, provides a useful framework for understanding this integrative power. Just as an ePortfolio allows a student to collect disparate artifacts and weave them into a coherent narrative of their learning journey, Signature Work asks students to synthesize disparate experiences such as research, internships, and coursework into a single, meaningful culminating project (Bell et al. 2023; Watson et al. 2016). This process of integration and reflection is what makes the practice so impactful. 

Furthermore, these experiences are particularly transformative for students from marginalized and underserved backgrounds. By providing opportunities to build confidence, develop practical skills, and make connections, Signature Work can help level the playing field and support academic and post-graduate success (Kinzie 2018; Kinzie et al. 2021).The power of Signature Work lies in its integrative nature. Research shows that the benefits of HIPs are cumulative; the more a student experiences, the greater the positive impact on their learning and persistence (Kuh et al. 2017; Watson et al. 2016). By design, Signature Work functions as a meta-HIP that combines multiple practices into a single, cohesive project, thereby amplifying its effect (Weber and Myrick 2018). 

The ePortfolio, recognized as the eleventh HIP, provides a useful framework for understanding this integrative power. Just as an ePortfolio allows a student to collect disparate artifacts and weave them into a coherent narrative of their learning journey, Signature Work asks students to synthesize disparate experiences such as research, internships, and coursework into a single, meaningful culminating project (Bell et al. 2023; Watson et al. 2016). This process of integration and reflection is what makes the practice so impactful. 

Furthermore, these experiences are particularly transformative for students from marginalized and underserved backgrounds. By providing opportunities to build confidence, develop practical skills, and make connections, Signature Work can help level the playing field and support academic and post-graduate success (Kinzie 2018; Kinzie et al. 2021).

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Research-Informed Practices

Implementing effective and equitable Signature Work programs requires intentional strategies for curricular design, faculty mentorship, and institutional support. 

Designing and Scaffolding Signature Work 

  • Diverse Forms: Signature Work can be implemented through various established HIPs, including multi-semester capstone course sequences, community-based learning, undergraduate research, and applied learning experiences like multi-semester internships. The key is to ensure the project maintains the core characteristics of student agency, integration, and application with sustained inquiry across multiple semesters. 
  • Scaffolding: Students cannot be expected to complete a demanding culminating project without preparation. Institutions should embed smaller, scaffolded “signature assignments” throughout the curriculum to build the necessary skills over time (Roach and Alvey 2021). These assignments serve as milestones that prepare students for the rigors of their final project (Lindenwood University n.d.). 
  • Intentional Design: Curricular change to support Signature Work requires flexibility and a long-term commitment. The process is often “messy,” reflecting genuine faculty engagement and institutional transformation (Hayden-Roy et al. 2018). 

Mentorship and Institutional Support 

  • Faculty Development: Institutions must provide faculty with professional development on how to mentor student-led inquiry and design integrative projects (Budwig and Low 2018). 
  • Addressing Workload and Resources: Mentoring Signature Work is labor-intensive. For a program to be sustainable, institutions must address faculty workload and provide adequate resources, including funding and administrative support. This includes aligning promotion and tenure criteria to reward this work (McClellan 2015; Anthology 2024; University of Connecticut 2022). 

Assessment 

  • Authentic Assessment: Assessing complex Signature Work projects requires moving beyond traditional grades. Authentic assessment strategies, such as the use of detailed rubrics (e.g., AAC&U VALUE rubrics), are essential for evaluating the final product and the student’s learning process (Low et al. 2018). 
  • Equity-Minded Assessment: Assessment practices must be designed to be equitable, avoiding the reinforcement of systemic biases. This includes using transparent rubrics, validating multiple forms of demonstration, and centering marginalized voices (Montenegro and Jankowski 2017; Syracuse University 2024). 
  • The Role of ePortfolios in Assessment: The ePortfolio is a critical tool for the authentic assessment of Signature Work. It provides a single venue where students can collect and curate the diverse artifacts of their project, along with their own reflections, making their integrative learning process visible and assessable (Bell et al. 2023; Weber and Myrick 2018). 

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Embedded and Emerging Questions for Research, Practice, and Theory

Despite the recognized benefits of Signature Work, its implementation raises several important questions for research and practice. 

Challenges 

  • Institutional Barriers: Common challenges include securing adequate resource allocation, managing faculty workload, and navigating the “messiness” of curricular reform (McClellan 2015). 
  • Discipline-Specific vs. Interdisciplinary: There is a risk that discipline-based capstones can be too narrow, limiting the cross-curricular integration that is a core tenet of the Signature Work concept (Kinzie 2013). 

Equity and Access 

  • Addressing Systemic Inequities: While Signature Work is highly beneficial for underserved students, systemic inequities can limit access for these same populations. Institutions must prioritize equity by intentionally addressing financial and structural barriers (Kinzie 2018; Kinzie et al. 2021). 
  • Inclusive Support Systems: Creating an inclusive program requires more than just access; it demands tailored support systems, including financial aid, dedicated mentorship, and culturally responsive teaching practices to meet the unique needs of diverse student populations (Bryant 2021; Kinzie et al. 2021). 

Future Research 

  • Discipline-Specific Impact: More research is needed to investigate the impacts of discipline-specific Signature Work, such as practicums in nursing or field education in social work (Council on Social Work Education 2022; Ragsdale and Schuessler 2021). 
  • Accessibility and Institutional Context: Future research should explore how to make Signature Work more accessible for all students and how different institutional contexts impact program design and student outcomes (Hayden-Roy et al. 2018). 

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Key Scholarship

  • Association of American Colleges and Universities, . 2015. “The LEAP Challenge: Education for a World of Unscripted Problems.” Liberal Education 101 (1-2): 16-21.

    About this Journal Article:

    This foundational document launched the Signature Work initiative as part of the Liberal Education and America’s Promise (LEAP) Challenge. It makes the case for preparing students to tackle complex, “unscripted” problems and defines Signature Work as a student-driven, integrative project. It also notes that students will often use ePortfolios to showcase their work. 

  • Budwig, Nancy, and Amy Jessen-Marshall. 2018. “Making the Case for Capstones and Signature Work.” Peer Review 20 (2): 4-7.

    About this Journal Article:

    This article, from a special issue of Peer Review dedicated to the topic, synthesizes findings from institutions implementing Signature Work. The authors argue for framing the case for Signature Work in terms of student learning and best pedagogical practices, highlighting its benefits for diverse student populations. 

  • Peden, Wilson. 2015. “Signature Work: A Survey of Current Practices.” Liberal Education 101 (2): 22-29.

    About this Journal Article:

    This article surveys how various institutions are implementing Signature Work, categorizing the approaches into three main areas: applied and community-based learning, capstones and culminating experiences, and e-portfolios. It offers practical insights into designing and embedding these experiences. 

See all Signature Work entries

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Model Programs

Portland State University and the Portland Senior Capstone Fair 

Portland State University requires students to complete a six credit hour “capstone capsule” over multiple semesters and supports students selection of a focus area via the Portland Senior Capstone Fair. Through strong community partnerships and interdisciplinary collaboration, the university has created meaningful opportunities for students to address real-world challenges through signature work projects (Rhodes and Agre-Kippenhan 2004; Peden 2015).

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The Future of Signature Work Research  

by Hannah Southern

As we wrap up this series on signature work in higher education, in this final post, I explore the future of signature work research.  Current State of Signature Work Research  The varying types of signature work are not new in…

Implementing Signature Work: Institutional Examples and Readiness Strategies

by Carissa Potter

Previous posts in this series have defined signature work, shared examples of types of signature work, explored the development of this potential high-impact practice, and examined its impact for students. In this post, I explore implementation of signature work at…

How Inclusive Signature Work Impacts Students

by Cici Salazar

In higher education, students are meant to turn what they learn into skills for their future careers. Signature work allows students to integrate their knowledge into solving real-world problems, according to the literature on this topic. Authors Elizabeth Jach and…

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Check back for future resources.

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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://dgmg81phhvh63.cloudfront.net/content/magazines/Archive/LE_WISP15_Vol101No1-2.pdf.  

Budwig, Nancy, and Kathryn Low. 2018. “Institutional Readiness for Signature Work.” Peer Review 20 (2): 8–11. https://dgmg81phhvh63.cloudfront.net/content/user-photos/Publications/Archives/Peer-Review/PR_SP18_Vol20No2.pdf    

Budwig, Nancy, and Amy Jessen-Marshall. 2018. “Making the Case for Capstones and Signature Work.” Peer Review 20 (2): 4–7. https://dgmg81phhvh63.cloudfront.net/content/user-photos/Publications/Archives/Peer-Review/PR_SP18_Vol20No2.pdf    

Budwig, Nancy, Jane Ratcliff-Cain, and Michael Reder. 2018. “Student Preparation for and Engagement with Signature Work.” Peer Review 20 (2): 15–19. https://dgmg81phhvh63.cloudfront.net/content/user-photos/Publications/Archives/Peer-Review/PR_SP18_Vol20No2.pdf    

Campbell, Kathryn Peltier. 2016. “From the Editor: Community-Engaged Signature Work.” Diversity & Democracy 19 (4): 3. 

Egan, Mike, Kristi Kneas, and Michael Reder. 2018. “Defining and Framing Signature Work on Your Campus.” Peer Review, 20 (2): 8–11. https://dgmg81phhvh63.cloudfront.net/content/user-photos/Publications/Archives/Peer-Review/PR_SP18_Vol20No2.pdf.  

Hayden-Roy, Patrick, Tim Elgren, Kristi Kneas, Matt Malsky, and Michael Reder. 2018. “Process of Curricular Change and Strategies for Organizing Signature Work.” Peer Review, 20(2): 12-14.   https://dgmg81phhvh63.cloudfront.net/content/user-photos/Publications/Archives/Peer-Review/PR_SP18_Vol20No2.pdf    

Low, Katherine, Sarah A. Kelen, Kyle Kopko, Fletcher McClellan, and Michelle Bata. 2018. “Assessing Signature Work.” Peer Review 20 (2): 24-28. https://dgmg81phhvh63.cloudfront.net/content/user-photos/Publications/Archives/Peer-Review/PR_SP18_Vol20No2.pdf    

McClellan, E. Fletcher. 2015. “Increasing Student Access to High-Impact Practices: Signature Learning Experiences at Elizabethtown College.” International Journal for Cross-Disciplinary Subjects in Education 5, no. Special 3: 2556–61. https://doi.org/10.20533/ijcdse.2042.6364.2015.0347.      

Peden, William. 2015. “Signature Work: A Survey of Current Practices.” Liberal Education 101 (2): 22–29. https://dgmg81phhvh63.cloudfront.net/content/magazines/Archive/LE_WISP15_Vol101No1-2.pdf.  

Rhodes, Terrel L., and Susan Agre-Kippenhan. 2004. “A Multiplicity of Learning: Capstones at Portland State University.” Assessment Update 16 (1): 4–5, 12. https://research.ebsco.com/c/b2qt42/viewer/pdf/i52qb4dxqb    

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