⚡ Capstone Reflection
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Capstone Reflection
This struck a chord with me — I have taught this student in several classes over their academic career, and they have submitted a number of assignments to me — homework assignments, exams, lab reports, and while they all have a meaning, ultimately they have been private and transient. Do the work, hand it in, receive a grade, hopefully learn something, move on to the next assignment. In this final semester before they graduated and set out to make their mark on the world, they have had an opportunity to contribute to global information in a meaningful way, and it has stuck.
Incorporating a Wiki Education assignment into my class gave all my students an opportunity to produce a piece of work that is not only permanent, but accessible. Not only that, but the better the quality of the edits, the longer they are likely to persist — I have just completed the fourth year in which I have incorporated Wiki Education assignments in my class, and one student from my first class is still in touch with me and points out that their Wikipedia edits are still there from changes made in There have been challenges, and sharing these challenges with students in an open fashion has deepened the experience.
At the time, I had been charged with creating a research capstone course for Chemistry majors who were pursuing a B. My colleagues were interested in students having a literature intensive course with a measurable outcome, along the lines of a literature-based thesis. The Wiki Education assignment provided a structure and opportunities for multiple levels of reflection along the way to creating content for Wikipedia pages relating to the chemical and physical structure and reactivity of matter, and each student could learn self-directed learning skills in selecting appropriate sources, drafting content, responding to peer review and ultimately publishing and reacting to public feedback in a global forum.
The majority of student feedback on Wiki Education has been positive. You will integrate the knowledge and experiences from your Pathways into a meaningful, cross-disciplinary body of knowledge through completion of two integrative essays: one for your Thematic Pathway and one for your Global Pathway. You can register for UBC as soon you have either completed or are registered for all other UB Curriculum requirements. If you are not yet Capstone-ready, your registration for UBC will be blocked. UBC is offered in fall, winter, spring and summer. Students who do not successfully complete the Capstone on their first attempt will be directed to repeat it in any subsequent term.
You can register once you have completed the UB Seminar and have completed or are concurrently enrolled in the remaining UB Curriculum courses. Ineligible students are blocked from registering. You can enroll in any future section of the Capstone, including summer and winter session. You should plan for at least three hours of engagement with course activities and assignments each week. Instructors will provide in-person and virtual office hours each week. The Capstone requires you to examine your course experiences. For example, perhaps you wrote a particularly meaningful paper for your ENG course, or completed a significant lab assignment from your Scientific Literacy course.
Videos can be assigned as homework to encourage students to watch on their own, so you can use class time to focus discussions where students need more help, whether teaching online, in person, or both. Sign In to AP Classroom. AP Research, the second course in the AP Capstone experience, allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio.
The course culminates in an academic paper of 4,—5, words accompanied by a performance, exhibit, or product where applicable and a presentation with an oral defense. This is the core document for this course. It clearly lays out the course content and describes the assessment and the AP Program in general.
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