HomeBlogSignature Work Understanding Signature Work: A Transformative High-Impact Practice in Higher Education by Carissa PotterApril 11, 2025 Share: Section NavigationSkip section navigationIn this sectionBlog Home AI and Engaged Learning Assessment of Learning Capstone Experiences CEL News CEL Retrospectives CEL Reviews Collaborative Projects and Assignments Community-Based Learning Diversity, Inclusion, and Equity ePortfolio Feedback First-Year Experiences Global Learning Health Sciences High Impact Practices Immersive Learning Internships Learning Communities Mentoring Relationships Online Education Place-Based Learning Professional and Continuing Education Publishing SoTL Reflection and Metacognition Relationships Residential Learning Communities Service-Learning Student Leadership Student-Faculty Partnership Studying EL Supporting Neurodivergent and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer in and beyond the University Style Guide for Posts to the Center for Engaged Learning Blog Signature work represents one of higher education’s most innovative approaches to deep, integrative learning. As defined by the American Association of Colleges and Universities (AAC&U 2015), signature work consists of student-driven, integrative projects that address complex, real-world problems by synthesizing knowledge across disciplines. But what exactly makes this practice “signature,” and why does it matter for today’s students? What is Signature Work? At its core, signature work encompasses projects, research, or creative endeavors where students take the lead in exploring questions that matter to them while addressing significant challenges (AAC&U 2015; Egan, College, and Kneas 2018). These experiences typically take various forms, including but not limited to: Capstone projects Community-based initiatives Research papers or performances Applied learning experiences Interdisciplinary investigations What distinguishes signature work from other academic projects is its emphasis on student agency, integration of learning across contexts, and meaningful engagement with real-world problems (AAC&U 2015; Budwig and Jessen-Marshall 2018). Students don’t simply complete assigned tasks; they shape the direction and scope of their work while receiving mentoring support from faculty. Key Characteristics Based on research and institutional implementations, signature work is characterized by several essential elements: Four-quadrant pie chart with keys to signature work. Student Agency: Students take ownership of their learning by selecting topics and approaches that align with their interests and goals. As Budwig, Ratliff-Cain, and Reder (2018) emphasize, this agency is crucial for making the work truly “signature” to each student. Integration Across Disciplines: Students draw connections between their major, general education, and co-curricular experiences to address complex problems that can’t be solved through a single disciplinary lens (Peden 2015). Sustained Inquiry: These projects involve substantial time and effort, typically spanning a semester or academic year, allowing for deep engagement and iterative development (Rhodes and Agre-Kippenhan 2004). Applied Learning: Students connect theoretical knowledge with practical application, often working with community partners or addressing real-world challenges (Budwig, Ratliff-Cain, and Reder 2018). Why It Matters Research demonstrates that signature work yields substantial benefits for student learning and development. Multiple studies have documented positive associations with the following outcomes (Kenzie 2013; Budwig, Ratliff-Cain, and Reder 2018; Low et al. 2018): Enhanced critical thinking and analytical skills Increased faculty interaction and peer collaboration Higher-order learning and integrative thinking Improved project management abilities Strengthened independent voice and research orientation Development of practical, career-ready skills These benefits are particularly impactful because signature work embodies the best pedagogical practices while advancing success for diverse student populations (Budwig and Jessen-Marshall 2018; Hayden-Roy et al. 2018). Early engagement through first-year seminars and interdisciplinary courses provides additional advantages, potentially fostering mentoring relationships and building foundational skills for more advanced work. Moreover, signature work plays a crucial role in preparing students for post-graduation success. The LEAP Challenge emphasizes that by tackling complex, unscripted problems, students develop the integrative thinking and practical skills valued by employers (AAC&U 2015; Budwig and Low 2018). However, realizing these benefits requires institutional readiness and sustained commitment to supporting both faculty and students throughout the process. This post is the first in a series on signature work. The next post will explore the variety of engaged learning activities that could be categorized as signature work. References American Association of 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. Budwig, Nancy and Kathryn Low. 2018. “Institutional Readiness for Signature Work.” Peer Review 20 (2): 8–11. https://www.aacu.org/publications-archive/peer-review. Budwig, Nancy, and Amy Jessen-Marshall. 2018. “Making the Case for Capstones and Signature Work.” Peer Review 20 (2): 4–7. https://www.aacu.org/publications-archive/peer-review. Budwig, Nancy, Jane Ratliff-Cain, and Michael Reder. 2018. “Student Preparation for and Engagement with Signature Work.” Peer Review 20 (2): 15–19. https://www.aacu.org/publications-archive/peer-review. Egan, Mike, Kristi Kneas, and Michael Reder. 2018. “Defining and Framing Signature Work on Your Campus.” Peer Review 20 (2): 8–11. https://www.aacu.org/publications-archive/peer-review. 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://www.aacu.org/publications-archive/peer-review. Kenzie, Jillian. 2013. “Taking Stock of Capstones and Integrative Learning.” Peer Review 15 (4): 27–30. https://www.aacu.org/publications-archive/peer-review. Low, Katherine, Sarah A. Kelen, Kyle Kopko, Fletcher McClellan, and Michelle Bata. 2018. “Assessing Signature Work.” Peer Review 20 (2): 24-28. https://www.aacu.org/publications-archive/peer-review. 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. Rhodes, Terrel L., and Susan Agre-Kippenhan. 2004. “A Multiplicity of Learning: Capstones at Portland State University.” Assessment Update 16 (1): 4–5, 12. About the Author Carissa Potter is a student in the Master of Arts in Higher Education program at Elon where she’s also the Graduate Apprentice for Residence Life office. How to Cite this Post Potter, Carissa. 2025. “Understanding Signature Work: A Transformative High-Impact Practice in Higher Education.” Center for Engaged Learning (Blog), Elon University. April 11, 2025. https://www.centerforengagedlearning.org/understanding-signature-work-a-transformative-high-impact-practice-in-higher-education.
