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Capstone Project Strategic Plan 2012 February 27, 2012

Capstone Project Strategic Plan 2012 February 27, 2012. Committee Members Deb Syvertson, Library Director, Chair Diane Keller, Business and Technology faculty Wayne Johnson, Accounting faculty Mark Pomarleau, Forestry faculty Brad Gangl, Computer Services Department

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Capstone Project Strategic Plan 2012 February 27, 2012

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  1. Capstone Project Strategic Plan 2012February 27, 2012 • Committee Members • Deb Syvertson, Library Director, Chair • Diane Keller, Business and Technology faculty • Wayne Johnson, Accounting faculty • Mark Pomarleau, Forestry faculty • Brad Gangl, Computer Services Department • Paula Berg, Associate Dean of Student Affairs

  2. Summary The purpose of the capstone project portfolio is to assess general education goals as well as allowing students to demonstrate their knowledge of the goals within their field of study. A capstone portfolio will allow students to demonstrate competencies and reflect upon their academic experiences as well as documenting their academic progress and career readiness. Creating a portfolio enables students to enhance their learning by providing them with a better understanding of what they should be learning as well and how they need to improve to meet their academic and career goals. Research indicates students who create portfolios are more involved in their learning and are more accountable for their learning.

  3. Summary • Priority and focus is on student learning • Based on Nature, Technology, and Beyond • General Education Goal 1 (Nature) • General Education Goal 2 (Technology) • General Education Goals 3-7 (Beyond) • Research • Valley City State University • LaGuardia Community College • Consulted with St. Cloud State Community and Technical College faculty

  4. Pilot Project: 2012-2013 • 5 CTE majors-5 Liberal Arts majors • Variety of academic abilities • Utilize VCSU portfolio templates as a resource • http://www.vcsu.edu/portfolios/ • Students will demonstrate their knowledge of the General Education goals and their major field of study • One credit capstone project • Online • Face to Face • Assessment • Students participating in the pilot project will fill out a monthly progress report for ongoing feedback. • Each student’s portfolio will be assessed using rubrics by two faculty members. • Triangulation of data

  5. DCB Abilities and Skills • The Environment (GE Goal 1) • Applies the scientific method of inquiry in a variety of situations • Demonstrates appreciation of the environment • Demonstrates an awareness of the role of science in everyday life • Technology (GE Goal 2) • Completes an assignment using appropriate application software • Uses electronic resources for course related assignments and information • Selects and uses appropriate instrumentation and understanding principles • Employs problem solving and critical thinking skills in order to solve a variety of different problems

  6. DCB Abilities and Skills • Mathematical Application (GE Goal 3) • Utilizes mathematical equations to solve problems • Applies practical application of mathematics to everyday life • Employs problem solving and critical thinking skills in order to solve a variety of different problems • Communication (GE Goal 4) • Expresses ideas through effective writing • Reads at a level that allows participation in collegiate studies and chosen careers • Uses information resources effectively • Works collaboratively with others • Demonstrates effective oral communication skills

  7. DCB Abilities and Skills • Health and Wellness (GE Goal 5) • Demonstrates healthy lifestyle and physical wellness • Demonstrates emotional and spiritual wellness • Human experience throughout history and the world (GE Goal 6) • Analyzes the experience of the individual • Recognizes the world of human diversity • Recognizes human social and governmental structures • Communicates through listening, speaking, reading, and writing in a foreign language • Aesthetic Engagement (GE Goal 7) • Creates art • Analyzes art • Evaluates aesthetics • Synthesizes interrelationships among arts, languages, the humanities, and societies

  8. 2012-2013 Capstone Timeline • Summer 2012 • Portfolio templates created • Moodle site created • Rubrics created for assessing the DCB Abilities • Fall 2012 • Monitor and mentor participating students • Seek feedback from students and faculty • Begin to work on the portfolio • Spring 2013 • Students present portfolios by April 30th • Decide on full implementation for 2013-14 • Incorporate an intro to the capstone as part of new student experience course • Offer capstone course

  9. Questions?

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