ABSTRACT
This chapter explores the shift of traditional definitions of capstone learning gleaned from capstone courses offered at the master's and bachelor's degree levels to reflect the different ways in which capstone experiences can be enacted in the classroom. It discusses implementation of a semester-long faculty professional development seminar as a coherent structure to engage faculty in an interdisciplinary and collegial environment for sharing, critiquing, and reflecting on pedagogical plans collectively and individually. The chapter shows how reassigned time in the form of release time provided faculty from dissimilar pedagogical preparation backgrounds and different levels of expertise the opportunity to come together to share resources for learning and building a community of practice. In 2015, the authors crafted a faculty professional development seminar to expand the use of capstone assignments as a high-impact teaching practice. Although short-term participation in professional development is a common practice at Hostos, introducing capstone assignments as a new pedagogical approach required a longer period of commitment.
