ABSTRACT
Although the size and shape of capstone projects differ between institutions, their purposes are generally similar from high school to graduate school, and across disciplines. This chapter illustrates how qualitative data collection is a crucial tool for improving capstone experiences and the student learning outcomes associated with them, especially in a multi-institutional context. The National Survey of Student Engagement, for example, tracks capstone experiences at bachelor's-granting institutions, but not high schools or early colleges that grant associate degrees, leaving large lacunae to fill. Every Bard High School Early College graduate who responded to the survey indicated that their capstone experience had prepared them to succeed in their next adventure beyond the network, which validates Kuh's claim that students who have completed capstone projects report deep learning. The chapter concludes with some forward-looking remarks from Guy Risko, who teaches the seminar courses and serves as the dean of collegiate studies in Cleveland.
