You are here:

Models to Inform Capstone Program Development

, University Maryland Eastern Shore, United States

Proceedings of the Informing Science and Information Technology Education Conference, ISSN 1535-0703 Publisher: Informing Science Institute


A capstone course is a transformative educational experience predicated on student-centered pedagogy. In a capstone experience learners are required to apply higher-order thinking, authentic learning, and multilayered decision-making while engaged in an experiential learning activity. Allowing students to make autonomous decisions regarding the direction of learning, capstones are offered near the conclusion of a program of study and are organized around a comprehensive, intensive and integrative project. The methodology employed in the completion of these projects is purposeful so as to satisfy multiple targets (e.g. educational objectives that a student is expected to have mastered). The outcome of which is an opportunity for students to showcase knowledge, skills, and abilities in a unique and individualized manner. The following paper reviews the literature on capstone-based instruction assessment in the United States, and introduces models designed to inform capstone program development. Finally, a State-wide capstone course developed for high school students in Maryland is discussed


Buzzetto-More, N. (2013). Models to Inform Capstone Program Development. In E. Cohen & E. Boyd (Eds.), Proceedings of Proceedings of the Informing Science and Information Technology Education Conference 2013 (pp. 81-93). Informing Science Institute. Retrieved August 17, 2022 from .



View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References