How HIPs Foster Critical Thinking
Presentation Type
Poster
Location
University Student Center Ballrooms 1 & 2
Description
Our study adds to growing research on HIPs by considering the faculty experience of designing and implementing HIPs within their disciplinary and institutional contexts. Our multi-institutional team is researching what motivates faculty to teach/facilitate capstones and how they negotiate with the various expectations and pressures placed on this culminating experience. Do faculty, regardless of discipline, design capstones to promote students’ transition/reentry into the work-force by engaging in real-world problem-focused learning that supports career-readiness? Does their design support students’ integration of knowledge obtained within their degree programs, interdisciplinary general education programs, or through their engagement with the world? Why do they offer a capstone--does it offer them professional and personal satisfaction, or do they perceive it to be an obligation? How much support do instructors teaching HIPs receive? Our multi-institutional study sets out to measure faculty perceptions of what informs their experience as capstone instructors, but also what influences the design and implementation of capstones. For this poster in particular, I will highlight the ways in which all HIPs, and capstones in particular, foster critical and creative thinking.
How HIPs Foster Critical Thinking
University Student Center Ballrooms 1 & 2
