Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences

Vale, Julie, Kirkscey, Russell, Weiss, James and Hill, Jennifer ORCID: 0000-0002-0682-783X (2023) Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences. Journal of the Scholarship of Teaching and Learning. (In Press)

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Undergraduate programs that focus on disciplinary knowledge and skills can reinforce pre-existing mindsets or ideologies that can lead to insufficient questioning of certain types of information (e.g., empirical data or model results) or insufficient valuing of certain types of information (e.g., Indigenous knowledge). One way to address this challenge is to include values-based learning and assessment strategies that empower students to better understand and engage with their complex and changing worlds. General Education (GenEd) Capstone Experiences (CE) often seek to instill values such as thoughtfulness, openness, and responsibility, but scholarly analysis of the pedagogies and their effectiveness is limited, as is discussion on the inclusion of similar pedagogies in discipline-focused courses. This study addresses this research disparity by using a mixed methods approach to investigate student and faculty perceptions of the values integrated by a GenEd CE program and the pedagogies used to integrate those values. Results demonstrate that the integration of reflection and discussion pedagogies has the potential to influence a variety of values-based outcomes. Institutional leaders and CE instructors may integrate these pedagogies into their CEs, with mindful attention to the associated values that they seek to instill.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: undergraduate; capstone course; values; pedagogy; student learning outcomes; general education
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Society and Learning
Depositing User: Anne Pengelly
Date Deposited: 12 Dec 2023 11:40
Last Modified: 12 Dec 2023 11:45
URI: https://eprints.glos.ac.uk/id/eprint/13555

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