A Comparison of Three Capstones: Survey Results from Sociology Alumni

Autor/inn/en	Love, Hannah Beth; MacIlroy, Kelsea
Titel	A Comparison of Three Capstones: Survey Results from Sociology Alumni
Quelle	In: Teaching Sociology, 49 (2021) 4, S.360-371 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Love, Hannah Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X211033639
Schlagwörter	Alumni; Graduate Surveys; Undergraduate Study; Sociology; Capstone Experiences; Internship Programs; Seminars; Program Effectiveness; Value Judgment; Relevance (Education); Skill Development; Research Skills; Sense of Community; Public Colleges + Suchen Sie Ihr Suchwort? Grundstudium; Soziologie; Berufspraktische Ausbildung; Seminar; Werturteil; Relevance; Relevanz; Kompetenzentwicklung; Qualifikationsentwicklung; Forschungsleistung
Abstract	Undergraduate capstone courses in sociology are designed to integrate students' knowledge in the discipline and to culminate the classroom experience with field application. Are capstones achieving these goals in a durable way? Although the short-term outcomes of capstone courses have been researched, fewer studies have documented the long-term outcomes of capstone courses. We conducted a survey of sociology capstone alumni to understand the long-term outcomes of the sociology capstone by asking sociology alumni about their capstone experience. Our research revealed that all capstones produced long-term outcomes as measured in the alumni survey. Second, alumni of the community-based research capstone experienced a more profound and longer reaching effect than those who participated in the internship or traditional capstone seminar format. Alumni reported the development of professional skills, application of sociological concepts and research skills, and a sense of being part of a community. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01