ABSTRACT
This chapter provides common practice in using the term "capstone" to reflect an activity that brings ideas from previous courses together and asks students to utilize that material in some new context or new environment. In describing capstone experiences, K. W. Boyer's discussion of scholarship, involving four main categories, provides a helpful starting place. As a separate matter beyond practices of individual or team work, faculty widely observe that supporting and monitoring student projects often is time consuming. The chapter focuses upon contrasting approaches for capstone experiences involving the scholarship of discovery. It reviews contrasting approaches for capstone experiences involving the scholarship of integration. Two substantial issues involve the amount of time students can spend upon the project and the target audience for the completed package. William A. Brown provide useful perspectives on selecting and utilizing outside clients for a team-based project. Capstone experiences can reflect any of Boyer's categories of scholarship: discovery, integration, application, and teaching and learning.
