Assessing Communication Education: A Handbook for Media, Speech, and Theatre Educators

By William G. Christ | Go to book overview

7
The Capstone Course

Robert C. Moore Elizabethtown College

The capstone course is an opportunity for students to demonstrate that they have achieved the goals for learning established by their educational institution and major department. The course should be designed to assess cognitive, affective, and psychomotor learning and to do so in a studentcentered and student-directed manner that requires the command, analysis, and synthesis of knowledge and skills. The capstone course described in this chapter integrates learning from the courses in the major with the courses from the rest of the academic experience. It is a multifaceted course that requires the application of knowledge to course requirements that serve as instruments of evaluation in all three modalities of learning. The course fosters interdisciplinary partnerships among university departments and helps cultivate industry alliances and cooperation. The chapter outlines a rationale for the capstone course and a review of the course design that involves four different capstone experiences.


EVALUATION AS A TRADITION

In examining a basis for the existence of a capstone experience, the literature in the field of education, specifically curriculum and instruction, provides some direction. From a wide variety of definitions for curriculum, one definition seems particularly useful because it specifies the elements of curriculum:

A curriculum usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content; it either implies or manifests certain patterns of learning and teaching, whether because the objectives demand them or because the content organization requires them.

-155-

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Assessing Communication Education: A Handbook for Media, Speech, and Theatre Educators
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Preface ix
  • Acknowledgments x
  • I - Background 1
  • 1 - Assessment: An Overview 3
  • APPENDIX B: NATIONAL EDUCATION GOAL 5 OBJECTIVES 23
  • References 26
  • 2 - Mission Statements, Outcomes, and the New Liberal Arts 31
  • APPENDIX A: PROGRAM ASSESSMENT AUDIT 49
  • References 53
  • 3 - Regional Accrediting Association Requirements and the Development of Outcomes Statements 57
  • APPENDIX A: GENERAL FRAMEWORK FOR AN ASSESSMENT PROGRAM 83
  • References 85
  • II - Broad Assessment Strategies 87
  • 4 - Teaching Evaluation 89
  • APPENDIX A: EXERCISE 109
  • References 111
  • 5 - Course Evaluation 113
  • APPENDIX A: COURSE EVALUATION QUESTIONS 127
  • References 129
  • 6 - Student Portfolios 131
  • APPENDIX A: ORGANIZATIONAL PACKET AND INSTRUCTIONS 146
  • References 154
  • 7 - The Capstone Course 155
  • APPENDIX A: ELIZABETHTOWN COLLEGE MISSION STATEMENT 171
  • References 178
  • 8 - Internships, Exit Interviews, and Advisory Boards 181
  • APPENDIX A: APPLICATION FOR PROFESSIONAL INTERNSHIP 195
  • References 200
  • III - Context-Specific Assessmento Strategies 201
  • 9 - Oral Communication Assessment: An Overview 203
  • References 216
  • 10 - Public Speaking 219
  • ACKNOWLEDGMENT 235
  • References 235
  • 11 - Interpersonal Communication 237
  • APPENDIX A: ASSESSMENT OVERVIEW 252
  • References 253
  • 12 - Small Group /Communication 257
  • APPENDIX A: SMALL GROUP COMMUNICATION COMPETENCIES 285
  • References 285
  • 13 - Organizational Communication 291
  • References 305
  • 14 - Assessment in Theatre Programs 311
  • APPENDIX A: THEATRE ORGANIZATIONS 327
  • References 332
  • 15 - Using Accreditation for Assessment 333
  • APPENDIX A: DEPARTMENT GOALS 342
  • References 348
  • 16 - Exit Examinations for the Media Major 351
  • References 381
  • Author Index 383
  • Subject Index 391
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