ABSTRACT
This chapter explores the dynamics and functions of CEs and is directed at colleagues seeking to introduce CEs, to modify existing programs considering current best practices, and to innovate as they develop their own capstone courses or programs. Capstone experiences (CEs) have arisen over time to satisfy a diverse set of purposes and to respond to a variety of influences. The authors suggest that curriculum designers consider both programmatic and societal goals to balance the purposes in a curriculum and address as many stakeholders as possible. For example, the curriculum of a CE at a large teaching university may need to emphasize the requirements of discipline-level, noninstitutional stakeholders such as accreditation agencies or business and industry, while a small religious college might value its relationship with its regional nonprofit partners. Thus, a CE's curriculum may address many or few purposes according to an institution's objectives, which are often reflected in its mission statements and its relationships with noninstitutional partners.
