program assessment

24: Program Assessment in 24 Hours/Year

In this workshop, attendees will leave with several blueprints that will help them move their program through the …

This poster presents undergraduate assessment results for critical thinking, information literacy, quantitative reasoning, and written communication based on a 2015-2016 qualitative review, led by the Assessment Office, of WASC-defined core competencies using the VALUE Rubrics and the expertise of instructional faculty from across campus. These results are presented as baseline data as well as the jumping off point for faculty and administrators regarding discussions about how to ensure all students graduate with the knowledge and skills we intend them to have. Suggestions for utilizing the findings toward improvement as well as next steps are discussed.

The Institutional Learning Objectives and Undergraduate Assessment

This poster presents undergraduate assessment results for critical thinking, information literacy, quantitative reasoning, and written communication based on …

The Hawai‘i Rehabilitation Counseling program (HRC) at the University of Hawaiʻi at Mānoa (UHM) prepares graduate students to become successful practitioners and administrators in the field of vocational rehabilitation. This 48-credit distance education program leads to a Master of Science degree in Kinesiology & Rehabilitation Science, with a specialization in Rehabilitation Counseling. The HRC Program includes three clinical courses (Practicum, Internship I, and Internship II) that prepare students for participation in the field of vocational rehabilitation counseling. Although a form has been used in the past to assess students’ performance in these courses, the current program director found that the assessment form did not tie directly to accreditation standards and specific student learning outcomes. This poster reflects the process used to evaluate current practices; involve current teaching faculty and community site supervisors to review, revise, and refine the program map, student learning outcomes, and present student evaluation form; and through this process, develop an applicable and relevant clinical student evaluation form. The assessment process and subsequent product will enable students to be more appropriately evaluated in their clinical courses.

Moving Forward with Fieldwork Assessment!

The Hawai‘i Rehabilitation Counseling program (HRC) at the University of Hawaiʻi at Mānoa (UHM) prepares graduate students to …

New Faculty Orientation: Everything New Faculty Need to Know About Assessment

This workshop is an introduction to what program assessment is; to understand faculty members’ roles in program assessment; …

At the University of Hawaii at Manoa (UHM), the undergraduate geoscience programs are housed within the School of Ocean and Earth Science and Technology (SOEST). In this poster trends in student and programmatic data from the undergraduate Global Environmental Science (GES) Program in SOEST were analyzed. It was determined that additional support was needed for the following: (1) students in their first year of the GES program; (2) a geoscience pathway from the local UHCCs to UHM; and (3) a process to increase recruitment, retention, and graduation rates of geoscience majors in general and Native Hawaiians in particular. Initial results from a multifaceted approach are presented in order to address these issues including curricular changes, geoscience pathways from UHCCs to UHM, summer geoscience research program, and an early warning student performance monitoring system.

Assessment in Paradise: Using Data to Drive Undergraduate Geoscience Initiatives and Programmatic Changes

At the University of Hawaii at Manoa (UHM), the undergraduate geoscience programs are housed within the School of …

The Filipino program has engaged in assessment activities in the past but these efforts are limited and uncoordinated. Student learning outcomes are assessed by individual faculty in their courses but assessment tools are not standardized within the Filipino program. These assessments do not follow a specific and unified plan at the program (or departmental) level. There is also a need to move from indirect assessment (exit surveys) to direct assessment of our student learning outcomes. We also need an assessment plan at the program level that supports current assessment activities done at the classroom level. These results will be used to improve teaching strategies and assignments, and to propose/implement curriculum changes, as needed. The Filipino Program Assessment Project's main goals are (1) to confirm and/or tweak the program’s student learning outcomes, (2) to review and reformat the curriculum map, and (3) to create and implement a signature assignment for 300-400 level courses and use this as evidence for direct assessment. The poster will present the process and results of the assessment project as well as reflections on strategies that helped to accomplish our goals.

Filipino Program Assessment Project

The Filipino program has engaged in assessment activities in the past but these efforts are limited and uncoordinated. …

Increasing Faculty Involvement in Program Assessment

In this workshop, you can learn how assessment champions and coordinators can increase faculty colleagues’ participation in program …

This poster presents the assessment of curriculum through the Interprofessional Education committee, which was created in 2015 with the support of the Deans of the John A. Burns School of Medicine, School of Nursing and Dental Hygiene, Myron B. Thompson School of Social Work, the Daniel K. Inouye School of Pharmacy and Director of the Office of Public Health Studies in order to help prepare students for working collaboratively in complex healthcare settings. The process through which the curriculum is assess against the Interprofessional Education Collaborative competencies is outlined. In addition to discussing the identified curriculum gaps and plan for action, a detailed curriculum map is provided.

Working Across Professions to Develop the Interprofessional Education Curriculum Pathway

This poster presents the assessment of curriculum through the Interprofessional Education committee, which was created in 2015 with …

The mission of the instruction program in FDM is to provide students with appropriate knowledge and skills for career positions in apparel and fashion-related industries; to promote understanding of the effects of global social, economic, and political issues on apparel and fashion-related industries and on modes of dress; to foster appreciation of the role of dress and appearance as these reflect and shape individual behavior, social and economic exchange and cultural conditions; to nurture intellectual growth and creativity, and to support the mission of the College of Tropical Agriculture & Human Resources by fostering student acquisition of problem-solving, analytic, and communication skills. The assessment of FDM program will evaluate FDM graduate of the FDM program demonstrate knowledge and skills in the fashion and/or textile industry. All faculty members are evaluating graduates’ final presentations and portfolios. A 5-scale was used to evaluate students’ oral and portfolio from all seven goals and ten student learning outcomes in their final semester.

The Assessment of Fashion Design Merchandising Program

The mission of the instruction program in FDM is to provide students with appropriate knowledge and skills for …

Identify Learning Evidence for Program-level Assessment Uses

In this workshop, participants will learn how to select appropriate pieces of evidence that demonstrate student learning using …

Graduate Program Assessment: From Student- to Program-level Assessment

In this workshop, participants will learn how to extract assessment data from student evaluations such as oral exams, …

Exploring possibilities for, and effects of, Integrated Performance Assessments (IPAs) in the Department of East Asian Languages and Literatures, this poster reports an action study using IPAs in an undergraduate beginning Mandarin program. The poster first features a review of IPAs, followed by an overview of curriculum redesign and IPA test reconstruction. The poster then presents a concrete model for IPAs in a Chinese 101 and 102 Beginning Mandarin. Successful teaching activities and assessment task samples will be presented. The effects of this adaptation are demonstrated using quantitative and qualitative data, including oral assessment videos, writing samples, supplementary listening and reading materials, rubrics for scoring, test scores, student self-reflections, and more. The data show that students (1) generally favored using IPAs, (2) took initiative to review the IPA rubrics and to reliably engage in filling out "can-do" checklists, (3) demonstrated a positive correlation between IPAs and traditional test scores. The poster concludes that IPAs can be equally successful, and can offer more, in university foreign language classes.

Implementation of Integrated Performance Assessments (IPA) in Beginning Level Chinese Language Classes

Exploring possibilities for, and effects of, Integrated Performance Assessments (IPAs) in the Department of East Asian Languages and …

The Assessment Office supports programs as they engage in program-level assessment of student learning. Program assessment is undertaken for the purpose of improving student learning and guiding program development. It is faculty-driven and faculty-supervised. It involves establishing student learning outcomes, measuring/observing and documenting the extent to which outcomes are achieved, and finding ways to improve programs so effectiveness is increased. This poster describes how the Assessment Office assessed its Program Outcome #3: “Academic degree programs complete the assessment cycle, which includes faculty members using assessment results to improve student learning.” Data were collected through the Annual Assessment Reports submitted by program in Fall 2009. Results suggest that while the number of programs engaged in assessment activities has increased since 2008, not all programs have completed an assessment cycle. The Assessment Office used the results to develop the spring 2010 workshop series, improve the on-line Annual Assessment Report system, and schedule consultations with programs.

Annual Reports: Assessment Status Across Campus

The Assessment Office supports programs as they engage in program-level assessment of student learning. Program assessment is undertaken …

Examples of Embedded Assessment: Using Existing Student Work for Program-level Assessment

This workshop is a panel session on program learning outcomes assessment with faculty from Architecture, Kinesiology & Rehabilitation …

Program-Level Assessment

This workshop was facilitated for a non‐UHM campus. Based on pre‐workshop meetings with the campus leaders, the AO …

This poster describes strategies to build faculty capacity in curriculum design and alignment and ways to plant the seeds for faculty collaboration and engagement in program assessment within the newly formed Astronomy BA & Astrophysics BS program in an effort to address the challenge of the difficulty students face in engaging faculty in discussion and planning of teaching and learning due to the nature of the program schedule. This poster provides personal insights and observed impact from efforts to effect change. In addition to providing examples in skill mapping, writing rubrics, curriculum alignment, and course deisgn, effective ways to engage willing faculty in using course assignments to investigate progress towards key student learning objectivese are also outlined.

Engaging science faculty in program assessment – planting seeds and cultivating growth

This poster describes strategies to build faculty capacity in curriculum design and alignment and ways to plant the …

In February 2009, the TIM School, through its Faculty Senate, began a process of program assessment with the guidance and assistance of the Manoa Assessment Office. A team of TIM faculty attended the WASC-sponsored retreat on program assessment, and developed a set of student learning objectives for the TIM program. These objectives were further developed and finalized by the TIM Faculty Senate in March 2009. They then served as the basis for the development of a curriculum map for the Hospitality emphasis courses in April 2009, and for the Tourism/Transportation emphasis courses in October 2009. The TIM School poster will include an overview of this process, as well as its planned next steps and intended uses of the assessment process outcomes.

TIM School’s Assessment Process

In February 2009, the TIM School, through its Faculty Senate, began a process of program assessment with the …

From Evaluation of Individual Students to Program Level Assessment of Learning – Implications for Graduate Programs

In this workshop, participants will learn program learning outcome assessment practices in graduate programs; tools and strategies to …

From Conversations to Systematic Program Assessment

In this workshop, participants will learn how to document conversations and use them as evidence in program assessment. …

The development and implementation of surveys to assess learning within the College of Education (COE) for students in the final semester of their programs and for mentor teachers who supervise teacher candidates in their final semester of student teaching are detailed in this poster. Outlined through the use of text and data visualization are: (a) the utilization of surveys as indirect evidence of student learning, (b) key considerations and principles when developing new survey instruments and survey scales, (c) recommendations for successful administration of surveys, (d) methods for interpreting survey results, and (e) suggested ways of using survey results for program improvement and assessment reporting.

Program Completion and Mentor Surveys as Indirect Evidence of Learning: From Development to Use

The development and implementation of surveys to assess learning within the College of Education (COE) for students in …

Assessing Learning in Graduate Programs

This workshop aims to support improvement of graduate program assessment of student learning and help participants develop assessment …

How to Use a Rubric for Program Assessment

In this workshop, the presenters will discuss how to use a rubric for program assessment, and how to …

This poster describes the program student learning outcomes development process in the Dental Hygiene BS degree program. It details the challenges that the program faced in the past, the success strategies to engage faculty, and the benefit of assessment process. The Dental Hygiene BS degree has 16 faculty members, most majority of whom are practitioners as dental hygienists or dentists. Project objectives and the methods of revising Student Learning Outcomes (SLOs) are outlined, a detailed description of Program SLOs is provided, and follow-up actions along with next steps are provided.

From revising program SLOs to a culture of open communication in Dental Hygiene

This poster describes the program student learning outcomes development process in the Dental Hygiene BS degree program. It …

Take the Next Step in Program Learning Assessment: Collect & Review Evidence of Learning

In this workshop, attendees will have the opportunity to consider various options and discuss which might work best …

Efficient Program Assessment

This workshop provides strategies to identify and use existing artifacts and discusses the benefits of using assignments from …

The purpose of this poster is to describe for faculty, staff and students what the ILOs are, why they are important and how faculty can help implement the ILOs. This poster details the ILOs, differentiates ILOs from SLOs and PLOs, and describes how ILOs and assessment fit into the unique context of the Mānoa campus.

Institutional Learning Objectives (ILOs): Shaping the Mānoa experience, adding meaning, quality and integrity to the Mānoa undergraduate degree

The purpose of this poster is to describe for faculty, staff and students what the ILOs are, why …

Program Assessment of Learning: Examples of what it is and is not

This workshop explores what good program assessment of learning might look like. PowerPointHandoutWorkshop Evaluation Report Level: BeginnerFormat: Presentation …

Council of Academic Advisors: Assessment Overview & SLOs

This workshop is an introduction to Program Assessment and the Assessment Cycle. PowerPoint and Handout  

Pacific Island Studies at the University of Hawaiʻi at Mānoa has 6 teaching faculty and 20 majors enrolled each semester, including 85% underserved students. Writing and critical thinking skills are very important to us. In May 2014 faculty collected student course assignments and evaluated them collaboratively using a rough rubric. The results showed that 50% students were not meeting our expectations. Subsequently, we revised SLO4 and explored external learning opportunities (e.g., Eng 100, Writing Center, our own writing intensive courses) and discovered that they are not sufficient in helping students to achieve our expectations. As a result, we developed the Yeah, WRITE! program to enhance disciplinary writing across the curriculum. The program consists of a series of in-class workshops built around reading and note-taking skills, citation, information literacy, and stages of the writing processes for various genres. Further, we used students work to develop and refine an evaluation rubric and aligned the Yeah, WRITE curriculum with the rubric. We also implemented writing intensive designations in all major core courses. Preliminary data showed that the program is successful: students were happy to learn diverse approaches to the writing process; grateful for handouts and models useful for other classes; relieved to have tools to address writer’s block. We plan to systematically assess SLO 4 every two years to monitor the effect of the new program. The poster shares the program curriculum, strategies to engage faculty, and invite collaboration with campus committees in refining and utilizing the Yeah, WRITE! program.

Yeah, WRITE! New Disciplinary Writing Curriculum As Outcome of Assessment Cycle

Pacific Island Studies at the University of Hawaiʻi at Mānoa has 6 teaching faculty and 20 majors enrolled …

Using Rubrics in Program Assessment

In this workshop, participants will learn about finding good examples of rubrics to adapt or adopt; working with …

Program-level Assessment: What is it? Who does it?

This workshop is a big-picture perspective on program-level assessment. The facilitators will use a UHM assessment report to …

Observing that many faculty within the Theater Department at the University of Hawaiʻi at Mānoa lacked a strong understanding of the assessment process, I developed a plan intending to “advertise” elements of assessment, making visible what is currently in place and seeking to spotlight several of these assessment components. However, because I was representing theatre, it seemed appropriate to use performance techniques to accomplish this. Using Augusto Boal’s suggestion of “Invisible Theatre” I have subtly tried to spark a conversation about assessment with a group that is not always eager to “color in the lines.” Invisible Theatre is a play that is played in a public space without informing anyone that it is a piece of theatre. In this poster, I showcase many of the scripts used in this “visible/invisible” project and display the department’s new SLO layout, curriculum map and assessment rubric.

Using the Invisible to Make Visible

Observing that many faculty within the Theater Department at the University of Hawaiʻi at Mānoa lacked a strong …

Facilitating Program Assessment Decision-Making

This workshop introduces several basic facilitation techniques to help workshop attendees lead a collaborative meeting. HandoutsWorkshop Evaluation Report …

Talks with Dr. Marilee Bresciani

Connecting Student Learning and Assessment (PowerPoint) Meeting for Program Assessment Coordinators (PowerPoint) Meeting for Campus Leaders (PowerPoint) Meeting …

The School of Social work at the University of Hawaiʻi at Mānoa consists of three programs – BSW, MSW, & PhD with 23 full time Instructional and Specialist faculty. Thirteen of the 23 faculty have 50% or more of their time designated to teaching. Classroom Instruction is also provided by adjunct faculty who are vetted through a review process to assure their credentials meet the requirements to teach a specific course. The BSW and MSW programs are both accredited by the Council on Social Work Education (CSWE) that uses the Educational Policy and Accreditation Standards (EPAS) to guide curriculum that supports academic excellence towards professional mastery. The curriculum is based on 10 Core Competencies, the student learning outcomes, that are operationalized through practice behaviors (PBs) for both the BSW and MSW foundation curricula, and advance practice behaviors (APBs) for the MSW concentration curriculum in the advanced year. As a mandate of accreditation, a bi-annual assessment summary is posted on our website showing the degree to which our students have progressed toward mastery of the 10 Core Competencies (SLOs). This poster presents these SLOs, a sample of an assessment instrument which was developed to gather evidence from three relevant but different data sources (e.g., classroom instructors, field instructors, and students), and sample assignments for the BSW and MSW programs.

(Un)common core competencies

The School of Social work at the University of Hawaiʻi at Mānoa consists of three programs – BSW, …

Using Program Assessment Results to Improve Student Learning

In this workshop, the facilitator will discuss how faculty members can use program-level assessment results for program improvement. …

Examples of Program-level Assessment

The workshop used real-life examples to demystify assessment; participants listened to a short lecture and engaged in a …

The Sociology Department at the University of Hawaiʻi at Mānoa (UHM) made significant changes to program assessment during Spring and Fall 2014 as a result of strong leadership from the undergraduate advising staff combined with increased communication with faculty and the direct participation of instructors. This poster offers three key pieces of information: the methods we used during Fall semester to increase faculty buy-in; an overview of results from our pilot undergraduate exit survey; and our program’s initial utilization of results. Key to increasing faculty participation in program assessment were strong leadership and improved intra-departmental communications. Our revised SLOs—now in alignment with University ILOs—allowed us to target our required methods and theory courses to assess student performances. Instructors reported data on students’ final class assignments based on rubrics developed specifically for that purpose. Streamlined data collection led to an increase in the accuracy of responses, a response rate of 100% from instructors, and data on the performances of 78 students. Results from the exit survey of students who had petitioned to graduate during Spring and Summer 2015 were reported to the Department, resulting in several actions. First, there will be ‘strategy workshops’ in which instructors share teaching practices that have helped students improve their written and oral communication skills. Second, instructors were urged to include more opportunities for students to discuss and apply research methods and more opportunities for students to hone their oral presentation skills.

UH Manoa Sociology Department: Undergraduate Assessment in Action

The Sociology Department at the University of Hawaiʻi at Mānoa (UHM) made significant changes to program assessment during …

Best Practices for Planning Program-Level Assessment of Student Learning

In this workshop, attendees will learn components of an assessment plan; strategies to involve faculty and students in …

Faculty Perspectives on Assessment

This workshop features a panel of faculty members from different disciplines sharing their own take on assessment. Panel …

At the University of Hawaiʻi at Mānoa, the Department of Biology is comprised of over one thousand undergraduate students within five degree programs, seventy graduate students within two degree programs and twenty tenure-track faculty. Recently the faculty created collaborative program-level Student Learning Outcomes (SLOs) and a new curriculum map for the BS Marine Biology degree, which currently has over two hundred and fifty students enrolled. With the faculty involved in each step of the process, we identified SLOs lacking the minimum coverage on the curriculum map, consulted the instructors for mapped courses and identified curriculum modifications that could be employed to ensure each SLO was covered through the mastery level. We executed the first assessment cycle during the spring 2014 semester utilizing writing samples from BIOL 404 (Advanced Topics in Marine Biology), the Marine Biology capstone courses. BIOL 404 currently incorporates all but one of the program-level SLOs at the mastery level, therefore it is our primary source of evidence for program-level assessment. Following the first round of assessment, which highlighted a need to further reinforce the assessed SLO, and identified curriculum modifications to address it. We anticipate these changes will result in increased student learning, translating to higher scores on the writing rubric used to assess that SLO. The poster presents the process and products of SLO development, curriculum mapping, and capstone writing assignment evaluation activities in the BS Marine Biology program. The challenges and the success strategies along with how assessment aided in program improvement are discussed.

Collaborative program assessment utilizing an undergraduate capstone course

At the University of Hawaiʻi at Mānoa, the Department of Biology is comprised of over one thousand undergraduate …

Oral Communication and Program-level Assessment

In this workshop you will learn how to ensure the oral presentations are aligned to program learning outcomes; …

Assessment is for Learning. New Teaching Assistant Orientation

This workshop is an orientation for new teaching assistants to learn more about assessment. PowerPointHandout  

In fall 2014 and spring 2015 the Botany faculty at the University of Hawaiʻi at Mānoa devised programmatic Student Learning Outcomes (SLOs) and linked them to courses via a curriculum map. This poster outlines how the Botany faculty implemented assessment after such steps were taken. A summary of the assessment plan is presented in this poster along with SLOs, a sample rubric, examples of how exams and courses relate to SLOs, and tips for engaging faculty in assessment.

Advancing Program Assessment Beyond the Curriculum Map: Recent Progress in the Department of Botany

In fall 2014 and spring 2015 the Botany faculty at the University of Hawaiʻi at Mānoa devised programmatic …

Using “Signature” or “Key” Assignments for Program-Level Assessment

In this workshop you will learn how to create a signature or key assignment that is aligned with …

Program Assessment at Manoa: What is it? Who does it? New Faculty Orientation

This workshop is an orientation for new faculty to learn about assessment. Handout

The University of Hawaiʻi at Mānoa’s highest attrition rate occurs between students’ first and second years. This issue may be attributed to students succumbing to the sophomore slump, demonstrated by decreases in grades, motivation, and outlook on college experiences. To address this issue, a campus-wide program comprised of members from both academic and student affairs was established in Spring 2010 and was named the Mānoa Sophomore Experience (MSE). To better understand our student population and how to address their needs, MSE members collaboratively developed, analyzed, and applied the results of three assessment resources: 1) Survey (601 student respondents), 2) Focus groups with students, faculty, and staff (3 separate sessions), 3) Written reflection assignment (over 500 student respondents). Each of the assessment resources examined first- and second-year students and their challenges faced, interest and likelihood of attending MSE activities, level of use of campus resources, what they enjoyed most about attending UHM, and suggestions for MSE programming. Using the data collected from assessment, MSE successfully developed and executed programming for UHM’s first- and second-year students. This poster outlines the assessment methods, sample student programming, and assessment results.

Manoa Sophomore Experience: An Example of Successful Data-Driven Programming

The University of Hawaiʻi at Mānoa’s highest attrition rate occurs between students’ first and second years. This issue …

Meaningful Program Assessment

In this workshop, attendees will learn and practice techniques to identify meaningful assessment projects and address program concerns …

In this poster, assessment activities in Natural Resources and Environmental management (NREM) were designed to address three critical questions: (1) Are NREM graduate degree program student learning outcomes (SLOs) still appropriate?; (2) Do current core departmental graduate courses adequately address graduate degree program SLOs?; and (3) If current core and elective courses do not adequately cover the existing SLOs, how can they be modified to do so? The NREM Curriculum Committee gathered answers through multiple, collaborative activities inclusive of both graduate students and faculty. In total, the assessment process and implementation included input collected during departmental faculty meetings, faculty and student meetings, collaborative Google documents, faculty workshops, and departmental retreats. This poster describes the concrete strategies and steps through which facilitated collaboration occurred over key milestones of the overall program assessment process. This poster summarizes challenges encountered, such as engaging instructional, research and extension faculty from Oahu and neighbor islands and outlines success strategies and suggestions for other programs to utilize a facilitated collaborative process to move program assessment forward.

A Collaborative Assessment Process for Sustained Curriculum Improvement in Natural Resources and Environmental Management

In this poster, assessment activities in Natural Resources and Environmental management (NREM) were designed to address three critical …

The Chinese Section at the East Asian Languages and Literatures (EALL) department at University of Hawaiʻi at Mānoa (UHM) completed an oral proficiency rubric assessing Chinese B.A. speaking learning outcomes during the Spring semester of 2014. Time has come to address the need for a writing rubric that can indicate students’ learning outcomes (SLOs) and match the program goals. This poster presents the development of Chinese writing rubric, and introduces the adaptation of this rubric in a series of courses where the instructions and SLOs are set for students to produce expected written work. Following the description above, this presentation shows collaborative work engaging all interested faculty members as a sectional program assessment effort. Particular procedures and assessment results are featured in this poster. Examples on implementing various strategies in the organization and conducting assessment activities are highlighted as well. The outcomes and benefits of inviting UHM assessment experts to conduct customized faculty workshops is also discussed. Faculty members’ comments and responses to the hands-on activities at the workshop, such as examining curriculum map, setting up the common goals, identifying assessment evidence, and optimizing data collection methods, etc. are reported as well. Through the collaborations of rubric development and assessment workshop participation, the Chinese Section faculty has deepened their understanding of the nature and benefits of active involvement in program assessment. They have made collective contributions to the Chinese BA program revision, and to the improvement of programmatic course articulation.

Writing rubric development and collaborative assessment work in the Chinese program

The Chinese Section at the East Asian Languages and Literatures (EALL) department at University of Hawaiʻi at Mānoa …

Basic Steps of Program Assessment

Define the program goals and/or mission. Establish student learning objectives/outcomes (SLOs). Determine “learning opportunities” (i.e., where the learning …

Develop a Capstone

The first half of this document defines and discusses the capstone experience. The latter half covers using capstones for …