ABSTRACT
This chapter explores some of the important questions they might ask as the authors make decisions about their CEs with Megan, Sarah, and Sam. Faculty members’ positionality, including gender, plays a role in how they experience tensions around CE development and implementation, and the identities of our faculty composites draw on the positionalities of our respondents. Additionally, understanding that capstones should be integrated into a broader consideration of program curriculum, academic developers can facilitate conversations between capstone faculty and program chairs when the instructor or the developer perceives lack of cohesion between CE and programmatic outcomes. The authors suggest that academic developers support the capstone through both formal or semiformal programs that provide participants with resources and structures to have conversations about the role of capstones within curricula and across the institution.
