ࡱ> HJG  bjbj .6__>>>>>84,0///////$25/>/>>04>>//;-+/Dٳ-/0<0-655,+/5>+///05X : Capstone Experience Course for which you are seeking approval: ______________________________ Instructors Name: ______________________________ CRITERIA A course approved for the Capstone Experience must meet all of the following criteria (revised criteria approved by Faculty Senate on 2/6/2019): Be offered as part of the credits included in a students major requirements. Be offered at the 400-level and ordinarily be taken during a students final year and after completion of a majority of the requirements for the major. Require students to integrate, synthesize, and/or apply knowledge and skills already gained across multiple courses (including both courses for the major and General Education courses). Require students to demonstrate mastery of at least three of the General Education skill areas (critical thinking, group work, information literacy, oral communication, quantitative literacy, writing). Require students to produce some form of summation, closing project, or final product. Prompt students to reflect on their undergraduate experience and/or support students in transitioning from college into their career or further study Other considerations for capstones: It is expected that capstones will vary between programs, departments, and colleges. As long as they meet the criteria given above, capstones may include courses, theses, research projects, creative products, internships, fieldwork, and other forms. Programs with smaller enrollments are encouraged to collaborate on interdisciplinary capstones. QUESTIONS Please answer the following questions and attach both a current syllabus and a degree map. The degree map should show the Capstone in the final year. How is this course integrated into the students major requirements (e.g. what portion of the credit hours for the major does it constitute)? How is enrollment in the course controlled in order to ensure that students take it after completing a majority of the requirements for the major? Are there prerequisites, for example, and what are they? How does the course require students to integrate, synthesize, and/or apply knowledge and skills already gained across multiple courses within the major? What knowledge and skills, from what previous courses, are drawn on in what assignments or activities? How does the course require students to integrate, synthesize, and/or apply knowledge and skills already gained across multiple General Education courses? Since students take a wide variety of courses to fulfill their General Education requirements, addressing this question can include discussing: Courses that all students take (for example ENG 1001/1 and 102) The broad categories of General Education courses that all students are required to take (Arts &Humanities, Social Sciences, Natural Sciences, African-American Experience, and US Diversity) General Education courses that also count towards the major And/or General Education courses that develop the skills for question 5 below (for example WAC and Math/Quantitative Literacy courses). How does the course require students to demonstrate mastery of at least three of the General Education skill areas? Which skill areas? How is mastery defined and in what assignment or activities is it demonstrated? See below for more information on the skill areas. What summation, closing project, or final product do students produce as part of the course? How does the course prompt students to reflect on their undergraduate experience and/or support them in transitioning from college into their career or further study? SKILL AREAS Writing: Includes all types of writing experiencespapers; essay exams; short, in-class writing assignments; reading journals, etc. Quantitative Literacy: Promotes objectives included in the following: 1. Interpret mathematical models such as formulae, graphs, tables, and schematics and draw inferences from them. 2. Represent and interpret mathematical information that is presented symbolically, visually numerically, or verbally. 3. Use arithmetic, algebraic, geometric, statistical models and technology or appropriate combinations of these to solve problems. 4. Estimate and check answers to mathematical problems in order to determine their reasonableness, identify alternatives, and select optimal results. 5. Recognize the limits of mathematical and statistical models and be able to explain those limitations in context. Critical Thinking: Engages students in higher-order thinking (analysis, synthesis, evaluation) OR skills that involve the use of content knowledge OR recognition of the usefulness of knowledge and skills gained in the course. Oral Communication: Includes all types of oral communicationformal presentations, structured class discussion, etc. Instructor should include advice, criteria, and direction in what constitutes effective oral communication. Information Literacy: Requires students to evaluate the accuracy, authority, currency, objectivity, and reliability of information sources; and to address the ethical and legal uses of information. Group Work: Provides opportunities to do structured group work, while also providing deliberate instruction in the skills (e.g. team building, work distribution, planning, etc) associated with group work. Should also be structured in such a way that students are evaluated based both on their overall group work and their individual contribution to the group. Civic Engagement: Includes at least one experiential learning opportunity that takes place outside of a traditional classroom setting; involves collaboration among students, faculty, partnering community organizations, and/or members of the larger community; and serves the common good in being beneficial for all participants. Develops students skills in at least two of the following areas: leadership and communication, ethical decision making, building respectful relationships with individuals and groups of various background, integrating academic concepts into real-world projects.      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