ABSTRACT
This chapter examines the adaptation of a capstone course across four institutions and the development of a core ePortfolio project that highlights student skills and accomplishments. It focuses on the ways a capstone course can adapt to different institutional contexts, to a variety of disciplinary subject matter, as well as to changing technology, and how it can connect students to broader alumni and work communities. The author's four capstone examples, each one building and adapting from an earlier iteration, suggest varying pathways for other instructors eager to implement a transitional experience for senior arts students. At a small campus, with approximately 600 students enrolled in the Faculty of Arts each year, it would be difficult to find the numbers to fill a regularly taught capstone course of this type if the intake were limited to one discipline.
