Capstone Experiences

Integrate knowledge and think creatively

A successful education promotes thinking within or across disciplines to generate original ideas, to be creative, and to find new ways of perception and expression. With such capabilities, students can make new discoveries that influence major change and lead to innovation. Inherent in a capstone is establishing integration across multiple courses and/or experiences as well as using an array of courses and experiences as the foundation for creative thinking. Thus, the capstone course should be the culminating academic experience in a degree program.

KU Capstone Learning Outcome

Upon reaching this goal, students will be able to analyze and combine information from different areas within or across disciplines to approach and explain existing questions and problems from new perspectives, to pose new questions, to generate new ideas, and/or to work in imaginative ways that produce innovative expression. 

 

Capstone Design Workshops

To support faculty in the design and assessment of new capstone courses or the revision of existing ones, the Center for Teaching Excellence and Undergraduate Education are hosting workshops. These workshops will help faculty utilize best practices in the design and assessment of capstone courses. Please complete this registration form.

Please note this is not a workshop series. Select the individual session that best fits your schedule.

Thursday, April 3rd | 1:30-3:00p
Centennial Room, Kansas Union

Friday, April 4th | 1:30-3:00p
Centennial Room, Kansas Union

Wednesday, April 9th | 1 - 2:30p
Pine Room, Kansas Union

Thursday, April 10th | 1 - 2:30p
Pine Room, Kansas Union

 

Why a Required Capstone?

A successful education promotes thinking within or across disciplines to generate original ideas, to be creative, and to find new ways of perception and expression. With such capabilities, students can make new and innovative discoveries that can change the world. Inherent in this goal is the integration of knowledge, creative thinking, and problem-solving across multiple courses and experiences.  

The American Association of Colleges and Universities (AAC&U) has identified capstone courses and projects as High-Impact Practices (HIPs), “based on evidence of significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education” (AAC&U, 2023).  

Research has shown that students who participate in capstone experiences are more likely to engage with their peers and instructors, perceive their college or university as a place of learning and support, and engage in higher-order learning (Kuh, 2008; NSSE 2021). 

FAQs

A capstone is meant to be a culminating experience that integrates or synthesizes learning within a student’s area(s) of study and provides students an opportunity to reflect on their experience as they prepare for their career or graduate/professional studies upon completion of their bachelor's degree. 

According to the American Association of Colleges and Universities (AAC&U): 

Whether they’re called “senior capstones” or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they’ve learned. The project might be a research paper, a performance, a portfolio of “best work,” or an exhibit of artwork (AAC&U, 2023). 

If your department grants undergraduate degrees, your students must complete a capstone course or experience (effective Fall 2024). Your department can create a new course or may elect to allow students to complete a capstone course or experience offered by another department. 

Once a department has identified their plans for the capstone requirement, they should submit the course or experience to the UCCC for approval.  

The Center for Teaching Excellence (cte.ku.edu) is a resource for developing a new capstone course or enhancing an existing course. 

The UCCC will continue approving new capstone courses through the CIM system. New course proposals will complete a series of questions about how the capstone course meets the learning outcome. 

Beginning in Fall 2025, capstone courses will become a part of the comprehensive degree-level assessment conducted on a four-year cycle. Feedback on the capstone courses will be provided to you by the University Assessment Council. 

On March 30, 2023, in response to the KBOR Systemwide General Education Framework (KBOR Core) and in an effort to align our existing KU Core Curriculum with this package, faculty voted to amend the USRR code, Article 3, Section 1.1, to integrate the capstone requirement previously reflected in the KU Core (Goal 6) into the Bachelor's Degree. The new amendment reads: 

USSR Section 1. Requirements for Graduation with the Bachelor's Degree:  

3.1.1 The minimum requirement for graduation with a bachelor's degree shall be 120 credit hours, including:

  • At least 30 hours of residence courses at the University of Kansas (as defined in Article IV of the Faculty Senate Rules and Regulations);
  • At least 45 hours shall be in junior-senior courses; and
  • These hours include a capstone course or equivalent. Any equivalent course shall be determined at the discretion of the degree-granting academic unit.
  • 2.0 minimum cumulative grade point average for the coursework taken in residence at the University of Kansas.

Beginning in Fall 2024, all students completing the KU Core 34 general education curriculum must complete a capstone as their degree requirements.

In line with best practices, it is recommended the capstone experience be a minimum of 3 credit hours. Please check with your School or the College to determine if there are any program specific capstone requirements.

References

 

Association of American Colleges and Universities. (2023). High-impact practices. https://www.aacu.org/trending-topics/high-impact  

Association of American Colleges and Universities. (2009). Integrative and applied learning VALUE rubric. https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-integrative-and-applied-learning  

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities. 

National Survey of Student Engagement. (2021). High-impact practices. https://nsse.indiana.edu/nsse/survey-instruments/high-impact-practices.html