The Capstone Class is a transdisciplinary research course in which students work to find solutions to real community problems! The figure below shows the Problem-Based Learning (PBL) instructional design model for the course. Learn more about Problem-based Learning on the Active Learning Spectrum.
Using a problem-based student learning model (Merrill, 2002), this course allows you to conceptualize, propose, perform and present a scientific research study to address a real problem within our community. You will select one of the community-based problems and further cultivate the relationship with the service organization. You will write a formal scientific research proposal, engage in hands-on laboratory and fieldwork to address the problem, communicate progress/solutions with the community service organization and present your project at a final, culminating poster presentation. You will be assessed, using rubrics, for accomplishment of curricular and service-based learning objectives.
Merrill, M. D. (2002). First Principles of Instruction. Educational Research Training and Development. 50. 43-59.
The figure at left shows a modification of Merrill's model. We have reported on this and the Capstone course as a whole in A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process and Skill-Based Learning Objectives.
Merrill, M. D. (2002). First Principles of Instruction. Educational Research Training and Development. 50. 43-59.
The figure at left shows a modification of Merrill's model. We have reported on this and the Capstone course as a whole in A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process and Skill-Based Learning Objectives.