Describing Typical Capstone Course Experiences From a National Random Sample

Abstract

The pedagogical value of capstones has been regularly discussed within psychology. This study presents results from an examination of a national random sample of department webpages and an online survey that characterized the typical capstone course in terms of classroom activities and course administration. The department webpages provide an estimate for the presence of capstone courses within the major and some basic characteristics of the course. The survey results offer a more in-depth profile of the purpose and make up of typical capstone courses in psychology. Results suggest that institutions have multiple approaches to the capstone course, but that these differences are rarely associated with institutional size, type of funding, or degree offered. These results could be useful for departments considering the place of capstone course in their own major. Finally, they suggest some areas of future research such as the type, quality, and final outcomes of capstone projects and their relationship to learning goals.