Capstone design and curriculum
renewal
Margot McNeill
Learning and Teaching Centre
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Thursday, 2 July 2009
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MQ drivers
• Graduate capabilities - Problem solving, creativity,
communication, professional judgement, critical
thinking, research capability, discipline knowledge
• Work-integrated learning - …many descriptions of
university courses show an increased emphasis on
work related or work integrated learning and practice
(AQF, 2009, p. 14)
• Sustainability – participation units equivalent to 9
hours per semester.
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Stephenson and Yorke (1998) suggest
that capable graduates:
• “…not only know about their specialisms; they also
have the confidence to apply their knowledge and
skills within varied and changing situations and to
continue to develop their specialist knowledge and
skills long after they have left formal
education…Taking effective and appropriate action
within unfamiliar and changing circumstances
involves ethics, judgments, the self-confidence to
take risks and a commitment to learn from the
experience.” ( p.3)
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MQ Graduate capabilities
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Characteristics of capstone units
• reviewing the scaffolding of the degree,
including integrating major course material
• reflecting on the development of the
graduate capabilities and how these have
been achieved within the degree
• preparing a portfolio or diploma supplement;
in professional degrees undertaking a
professional preparation program
• Applying theory to practice
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Typical focus of learning outcomes
• appreciation of complex, competing issues in
graduate jobs
• extension of analytical and strategic thinking
• application of theory into practice
• development of career networking capabilities
• consolidation of higher-level applied communication
skills (written, oral, interpersonal, professional
presentations)
• application of employment-related teamwork
• demonstration of early professional dispositions and
ethical stance
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Design considerations
1. Knowledge, skills and capabilities – try to
avoid introducing new content
2. Professional or industry links – networks, WIL
or design guidance
3. Scaffolding during the unit – dispersed
access
4. Assessment – holistic and authentic
A program-wide approach will be easier to deliver!
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The space bordered by this line represents
Perceptions &
Expectations
Influences on Teaching
Teacher conceptions of
learning and teaching.
Aims and objectives.
Climate.
Philosophy.
Feedback:
Beliefs about attributes
for success and failure
Learning & Teaching
Actions
Approaches to study.
Learning events.
Assessment.
Feedback:
Efficacy beliefs about
teaching & learning
Outcomes
Quantitative.
Qualitative.
Affective.
the ‘external’ factors impacting on learning and teaching
Learner Characteristics
Motivation.
Orientation to learning.
Conceptions of learning.
Prior knowledge.
Learning style etc.
Biggs, (2003) The Presage, Process, Product (3P) Model
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Capstone opportunities
• Use a program –wide approach to integrate
the requirements for:
• Support graduate capabilities such as
teamwork and communication
• Include varied assessment strategies such as
report writing or design outputs
• Require authentic tasks such as using
industry contacts
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Assessment to:
•
•
•
•
•
Scaffold learning by providing feedback early in the semester,
for example assessment rubrics available online
Support socially constructed learning for example discussion
forums for asynchronous communication
Document collaboration processes for example wikis for
capturing individual contributions to group work
Chronicle reflective journeys for example blogs for recording
individual reflections in learning journals
Store learning artifacts such as portfolios for storing drafts of
assessment tasks and sharing assessment products with peers,
assessors and employers
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Assessment of process and product
• a case study based on a ‘real-world’ situation (the ‘living case
method’)
• a research grant proposal or plan based on an authentic
professional or industry need
• a feasibility study report on a proposed initiative addressing
issues of relevance to a particular professional or industry need
• a research report on the group project
• a plan for a program of activities for an authentic task
• a series of communiques and presentations addressed to
those working in the authentic professional or industry setting
• an integrated portfolio of the student’s key learning outcomes
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Case studies
• Exemplar 1 – Computing – authentic group
development projects
• Exemplar 2 – Indigenous Studies – research
project and annotated bibliography
• Exemplar 3 – Child Development – self
evaluation and portfolio
Visit Macquarie University’s Learning and Teaching Centre website for case studies
of good practice in these areas: http://www.mq.edu.au/learningandteachingcentre
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Tips
• Be specific about outcomes and assessment and provide
grading criteria for students early in the unit
• Provide structure for less motivated and goal-oriented students
– scaffolding towards independent and self-directed
• Establish regular monitoring, even if it is not for grades
• Be pragmatic and realistic about expectations
• Target a range of assessment types, for example presentations
and reports
• Agree procedures for mediating problems and failures
• Plan for requirements such as ethics clearance, OH&S or IP
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