“Honors Capstone”

Capstone Experience The Honors Distinction Pathway (HDP) Capstone requirement gives you several options to

engage in inquiry, experiential learning, reflection, and publication of your work within the

Honors Distinction Pathway. The HDP Capstone asks you to bring together your educational

experiences, to reflect upon them, and to present them to the greater community. These

experiences will include course work, experiential learning activities like educational travel and

service learning projects, research projects, and/or a thesis paper. Unlike your regular course

work, a co-curricular requirement is completed over time outside of class—while you are

completing your college requirements-- and does not require you to take additional classes.

The Capstone project is evidence that shows you have met HDP Outcome #4— “collect,

organize, and publish evidence of meeting course and student Distinction Pathway learning

outcomes”—and HDP Outcome #5 —“provide evidence of active Honors community

participation.”

Students who successfully complete the HDP Capstone will:

a. Articulate connections between relevant experience and academic knowledge.

b. Articulate a developing sense of self as a learner, building on prior experiences to

respond to new and challenging contexts.

c. Articulate connections made within and across disciplinary perspectives.

d. Adapt and apply skills, abilities, theories or methodologies gained to new situation(s).

e. Provide documentation of the Honors Distinction Pathway activities to include planning,

action phase, and reflection.

f. Present evidence of meeting HDP outcomes 4 and 5 to a panel of Honors

faculty/committee members, Faculty, and community members.

How It Works--Overview When you start on the Honors Distinction Pathway, you will be given access to a Canvas

online space where you will communicate with the Honors Coordinator and your peers,

keep track of pathway events and information about the HDP Capstone, access key Honors

resources like scholarships and research assistance, and track your own progress toward the

Capstone.

Your choice of final product will depend on your course of study, your intended major and

transfer institution, and your post-graduation plans. Work on the HDP Capstone may begin

even before acceptance into the Honors Distinction Pathway, as you can take up to two

Honors sections before formal admission to the Honors Distinction Pathway. Submission,

Updated 9.22.17

presentation, and acceptance of the HDP Capstone components by the Honors Distinction

Pathway are due before any notation on your student transcript appears. Along the way,

you will work with a faculty or community mentor of your choice who will support your in

conjunction with the Honors coordinator.

Components of the HDP Capstone

All students will complete component A and will present to a panel of at least three people:

the Honors Coordinator, Honors or mentor faculty, community members, and Honors or

other peers. You have a choice of components B, C, D, or E for your experience component.

All students:

A. In a portfolio, you will present your best or most representative work that you will

organize and curate digitally, with a substantive narrative explanation that shows how

you have met the pathway and capstone course outcomes. This represents about 25

hours of your time, which includes preparing and submitting your HDP Capstone

proposal, the organizing and curating of your work, and the reflection. This portfolio is

submitted through the Honors Canvas space, as are the milestone components.

These are the options for completing the experience portion of the HDP Capstone.

Choose at least one option from the following list:

B. Thesis paper: This is a traditional capstone project. It should be between 12-15 pages.

This paper will include an APA or MLA (or other discipline appropriate documentation

style) bibliography in the paper and a separate annotated bibliography. This represents

25 hours of work, which will include quarterly Mentor/Coordinator contact, a progress

log, a proposal, and a reflection paper in the portfolio showing how the project meets

the pathway outcomes.

C. Research project: Similar to the thesis, the research project takes the format of a multi-

media presentation or digital publication. This represents 25 hours of work, which will

include quarterly Mentor/Coordinator contact, a progress log, a proposal, and a

reflection paper in the portfolio showing how the project meets the pathway outcomes.

D. Service-learning project: Service learning projects can be completed in conjunction

with PTK, a course, a club, or independently. There is no maximum number of hours,

but your service time should be at least 15 hours. The approximate time for reflection

and documentation represents 15 hours of work, which will include quarterly

Mentor/Coordinator contact, a progress log, a proposal, and a reflection paper in the

portfolio showing how the project meets the pathway outcomes.

E. Experiential programs: Experiential programs might include educational travel and

similar long or short-term experiences. With your membership in our Honors Distinction

Updated 9.22.17

Pathway, you have access to a number of experiential programs like Partners in the

Parks through the National Collegiate Honors Council. You may also choose credit or

non-credit educational travel programs. The minimum time on these experiences is

about 15 hours, not including travel time. Your Honors Coordinator will help you

prepare your proposal for approval. The approximate time for reflection and

documentation represents 15 hours of work, which will include quarterly

Mentor/Coordinator contact, a progress log, a proposal, and a reflection paper in the

portfolio showing how the project meets the pathway outcomes.

The Presentation Component

When you have submitted your portfolio and completed the experiential portion of your HDP

Capstone it is time to share out. Your twenty-minute presentation will be to a small panel

made up of least three people: the Honors Coordinator, Honors or mentor faculty, community

members, and Honors or other peers. You may invite your own guests and will have the

opportunity to choose some of your panel members (the Honors Coordinator will be a part of

each panel).

Capstone Requirement Summary

• Portfolio

o Digitally submitted

o Comprehensive: spans several quarters, includes multiple experiences and

courses

o Reflective: introduces each element

• Capstone project

o Thesis, research project, service learning, or experiential learning

o Minimum 25-30 hours

o Must be approved at least one quarter before portfolio and presentation

o Chosen in consultation with Honors Coordinator and faculty/mentor advisor

based on degree plan and transfer options

o Quarterly Mentor and Coordinator contact, a progress log, a proposal, and a

reflection paper in the portfolio showing how the project meets the pathway

outcomes

• Presentation

o 20 minutes

o Introduction

o Conclusion with Q&A

o Ties project to career/academic goals or plans

Updated 9.22.17

o Reflective

o 3+ member panel including Honors Coordinator, Honors Faculty/Committee

member, and at least one of the following: additional faculty member, staff

member, or community member as appropriate

Updated 9.22.17

Rubric for Portfolio C

on

ten

t

Criteria Meets Expectations Does Not Yet Meet

Expectations

Cover

letter/introduction

with reflection

• Letter/introduction details the

purpose of the portfolio

• Directly, clearly references each

exemplar.

• Introduction introduces

professional goals (academic,

personal, and/or career)

• Letter/introduction details how the

student has met the five Honors

Pathway Outcomes

Any of the cover letter elements are

missing or incomplete.

Table of

Contents/Menu

A clear and consistent navigation page

or table of contents.

Missing, inconsistent, or incomplete.

Exemplars (minimum

5, including the

project)

• Reflection on and documentation of

the capstone project.

• Documentation of the capstone

project (If option B, include here; if

options C-E, provide direct links or

other comprehensive form of

project display)

• 4+ additional exemplars of student

work from courses with reflective

introductions and assignment

sheets or summaries.

• Fewer than five exemplars

• Missing elements in the

exemplars, such as

documentation of the project

or reflective introductions

Project log Documentation recording student

engagement in the preparation of the

Capstone and the portfolio.

Missing or incomplete.

Sub

stan

ce

Criteria Exceeds Expectations Meets

Expectations

Does Not Yet

Meet

Expectations Relevant experience and

academic knowledge

Effectively selects and

develops examples of life

experiences, drawn from a

variety of contexts (e.g., family

life, artistic participation, civic

involvement, work

experience), to illuminate

concepts/theories/frameworks

of fields of study.

Compares life

experiences and

academic knowledge

to infer differences,

as well as

similarities, and

acknowledges

perspectives other

than own.

Identifies

connections

between life

experiences and

those academic texts

and ideas perceived

as similar and

related to own

interests.

Updated 9.22.17

Self-evaluation Evaluates changes in own

learning over time, recognizing

complex contextual factors

(e.g., works with ambiguity

and risk, deals with frustration,

considers ethical frameworks).

Articulates strengths

and challenges

(within specific

performances or

events) to increase

effectiveness in

different contexts

(through increased

self- awareness).

Describes own

performances with

general descriptors

of success and

failure.

Inter/cross disciplinary

perspectives

Effectively selects and

develops examples of life

experiences, drawn from a

variety of contexts (e.g., family

life, artistic participation, civic

involvement, work

experience), to illuminate

concepts/theories/frameworks

of fields of study.

Independently

connects examples,

facts, or theories

from more than one

field of study or

perspective.

When prompted,

presents examples,

facts, or theories

from more than one

field of study or

perspective.

Skills, abilities or

methodologies

Adapts and applies skills,

abilities, theories, or

methodologies gained in one

situation to new situations to

solve problems or explore

issues.

Uses skills, abilities,

theories, or

methodologies

gained in one

situation in a new

situation to

contribute to

understanding of

problems or issues.

Uses, in a basic way,

skills, abilities,

theories, or

methodologies

gained in one

situation in a new

situation.

Pre

sen

tati

on

Criteria Exceeds Expectations Meets Expectations Does Not Yet Meet

Expectations

Visuals and

navigation/organization

• Images are well-chosen

and visual engaging.

• Reader/viewer easily

navigates the portfolio.

• Organization of the

portfolio supports and

enhances the

introductory reflection.

• Uses images to

engage

viewers.

• Reader/Viewer

can find

portfolio

components.

• Logical

organization of

the contents.

• Unprofessional

or gratuitous

images/neglect

s needed

images.

• Reader/viewer

has trouble

navigating

portfolio

components.

• Organization is

inconsistent or

Updated 9.22.17

unclear in

purpose.

Purpose and Audience • Purpose of the portfolio and reflection is clear. Strong engagement with audience. Creative risk-taking (in form and/or content). Tone, voice and style provide clarity, personality and conviction.

• Purpose of the

portfolio and

reflection is

clear. An

awareness of

the audience is

evident.

Professional

voice, tone, and

style generally

present.

• Purpose of the

portfolio and

reflection not

always clear.

Conventions and

Proofing

• Demonstrates skill with written English. Sentences show skillful use of variety and emphasis, coordination and subordination, and logical connections. Writer may deviate from standard sentence structure for rhetorical effect without detracting from credibility

• Complex punctuation and grammar managed effectively.

• Demonstrates control of standard written English. Most sentences are complete, clear, and correctly structured. Writer generally uses coordination and subordination appropriately. Errors in sentence structure are few and are not intrusive

• Complex punctuation and grammar managed effectively. Minor errors may exist, but not significant patterns.

• Demonstrates lack of control over standard written English. There may be a pattern of poor subordination and coordination. There may be frequent run-ons and/or fragments. Simple sentences may be overused. Confusing or awkward syntax may interfere with understanding

• Generally accurate. Errors may exist but are not frequent or overly distracting. Phrasing may be occasionally redundant or wordy.

Or

• Often inaccurate, imprecise

Updated 9.22.17

and/or redundant. Parts of speech and/or idioms may be misused frequently.

Rubric for 20-minute Presentation

Intr

od

uct

ion

Exceeds Standard--Excellent Meets Standard—Minimum Requirements

Does Not Meet Standard—requires further work

• Creative introduction connects topic and project to audience or self

• Introduction contains effective statement of topic and project

• Introduction lacks clarity of topic and project

Mai

n P

rese

nta

tio

n

Exceeds Standard--Excellent Meets Standard—Minimum Requirements

Does Not Meet Standard—requires further work

• Main points are clearly and sequentially presented in a memorable manner

• Interesting, appropriate details support all main points

• Professional quality and number of supporting sources referenced.

• Significant academic, personal, or professional growth and insight are evident

• Application of project to future goals is clearly articulated

• Organization reflects sophisticated thought and planning

• Meaningful transitions are implemented

• Main points are clearly and sequentially presented

• Details support each point

• Appropriately cited support with academic and professional references as needed

• Both increased knowledge and personal growth are evident

• Application of project to future goals is stated

• Organization reflects thought and planning

• Appropriate transitions are implemented

• Main points are not clearly presented

• Ideas and details do not adequately cover topic

• Missing, inappropriate, or inadequate sources

• Little knowledge gained or evidenced beyond summary level

• Application of future goals to projected not stated

• Organization lacks clarity in planning

• Transitions are choppy or disconnected

Updated 9.22.17

Exceeds Standard--Excellent Meets Standard—Minimum Requirements

Does Not Meet Standard—requires further work

Clo

sure

an

d Q

&A

• Answers reflect thoughtful

understanding of subject

• Responses fluent and confident

• Closure is uniquely insightful and leaves a strong impact on audience

• Answers demonstrate general knowledge of subject

• Responses are sincere and relaxed

• Sense of closure is evident

• Answers may be surface or contradictory

• Responses are strained or awkward

• Closure is lacking

(adapted from the scoring rubric)

Exceeds Standard--Excellent

Meets Standard—Minimum Requirements

Does Not Meet Standard—requires further work

Del

iver

y, V

isu

als,

M

ed

ia--

Ver

bal

• Delivery is clear and well-paced

• Appropriate volume and inflection are used

• Exemplary word choice is used

• Creative, personal voice hooks audience

• Delivery is clear with good enunciation

• Volume and inflection are acceptable

• Appropriate word choice is used

• Personal voice is evident

• Delivery is unclear and not well paced

• Inflection is lacking and presentation is difficult to hear

• Repetitive, inappropriate word choice is used

• Personal voice is lacking

Del

iver

y,

Vis

ual

s, M

ed

ia

No

n-v

erb

al • Poise and

gestures enhance presentation

• Eye contact takes in audience appropriately

• Notes minimal

• Poised presentation

• Occasional eye contact

• Note use does not interfere with presentation

• Body language detracts from presentation

• Minimal eye contact

• Notes and reading predominate presentation

Med

ia u

se

• Media used enhances and clarifies presentation

• Professional quality

• Media supports presentation

• Good quality

• Media does not support presentation

• Poor quality materials

Updated 9.22.17

Rubric for the Capstone Requirement (adaptation of the Integrative Learning Value Rubric from the AAC&U)

Exceeds Expectations Meets

Expectations

Approaches

Expectations

Expectations

Not Yet Met

Articulate

connections

between

relevant

experience and

academic

knowledge.

Effectively selects and

develops examples of life

experiences, drawn from a

variety of contexts (e.g., family

life, artistic participation, civic

involvement, work

experience), to illuminate

concepts/theories/frameworks

of fields of study.

Compares life

experiences and

academic

knowledge to

infer

differences, as

well as

similarities, and

acknowledge

perspectives

other than own.

Identifies

connections

between life

experiences

and those

academic texts

and ideas

perceived as

similar and

related to own

interests.

Articulate a

developing

sense of self as

a learner,

building on

prior

experiences to

respond to new

and challenging

contexts.

Evaluates changes in own

learning over time, recognizing

complex contextual factors

(e.g., works with ambiguity and

risk, deals with frustration,

considers ethical frameworks).

Articulates

strengths and

challenges

(within specific

performances or

events) to

increase

effectiveness in

different

contexts

(through

increased self-

awareness).

Describes own

performances

with general

descriptors of

success and

failure.

Articulate

connections

made within

and across

disciplinary

perspectives.

Effectively selects and

develops examples of life

experiences, drawn from a

variety of contexts (e.g., family

life, artistic participation, civic

involvement, work

experience), to illuminate

concepts/theories/frameworks

Independently

connects

examples, facts,

or theories from

more than one

field of study or

perspective.

When

prompted,

presents

examples, facts,

or theories

from more than

one field of

Updated 9.22.17

of fields of study. study or

perspective.

Adapt and apply

skills, abilities,

theories or

methodologies

gained to new

situation(s).

Adapts and applies skills,

abilities, theories, or

methodologies gained in one

situation to new situations to

solve problems or explore

issues.

Uses skills,

abilities,

theories, or

methodologies

gained in one

situation in a

new situation to

contribute to

understanding

of problems or

issues.

Uses, in a basic

way, skills,

abilities,

theories, or

methodologies

gained in one

situation in a

new situation.

Portfolio Provide

documentation of the

Honors Distinction

Pathway activities to

include planning,

action phase, and

reflection.

All components submitted and all

expectations met (separate rubric)

Does Not Yet Meet Expectations

Presentation Present evidence of

meeting HDP

outcomes 4 and 5 to a

panel of Honors,

Faculty, and

community members.

Presentation exceeds

expectations (separate rubric)

Presentation

meets

expectations

Presentation does not meet

expectations

Updated 9.22.17

Sample Capstone Plan

Quarter 1 • Take first Honors section (recommend English 101-103 or

LS102 AND/OR Distribution/Elective course at 100 level)

• Submit application for HDP

• Meet with Honors Coordinator

• Enrolled in HDP Canvas shell (continuous entry)

Quarter 2 • Take second Honors section (recommend English 101-103 or

LS102 AND/OR Distribution/Elective course at 100 level)

• Add exemplary work to portfolio

• Meet with Honors Coordinator

• Begin planning capstone

Quarter 3 • Take third Honors section (Distribution/Elective course at

100/200 level)

• Meet with Honors Coordinator

• Establish project mentor (if not already done earlier)

(Summer optional) Suggestions:

• Experiential learning opportunities

• Partners in the Parks

• Volunteer/service learning

• Research for thesis or multimedia project

Quarter 4 • Take fourth Honors section (Distribution/Elective course at

100/200 level)

• Meet with Honors Coordinator

• Begin transfer packets

• Continue reflections

• Make mentor/recommender appointments in early fall

Quarter 5 • Take fourth/additional Honors section (Distribution/Elective

course at 100/200 level)

• Meet with Honors Coordinator

• Complete Capstone portfolio and reflection

Quarter 6 • Meet with Honors Coordinator

• Present Cornerstone to the panel