Conceptualization of capstone experiences: Examining their role in social work education

ABSTRACT

Capstone experiences are requirements for undergraduate and graduate study in many disciplines, with 70–80 percent of US higher education institutions offering them. However, they appear to vary in both format and purpose with little consistency in their design. Capstone experiences can include participating in internships or volunteer work, engaging in project-based learning, and/or generating written work. While field practica have provided social work students opportunities for displaying competencies to practice, the use of projects, assignments, and experiential activities as capstone experiences, in which knowledge and skills can also be applied and demonstrated, are gaining popularity in social work education. However, the requisite functions of capstone experiences have not been identified, leaving educators with little guidance to help with pedagogical decisions. This article fills this gap by conceptualizing capstone experiences and discussing their value overall, as well as usefulness in social work education. Lastly, it describes challenges facing educators and students in the capstone process.

KEYWORDS:

• Capstone
• pedagogical methods
• social work education
• experiential learning
• assessment

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Dawn Apgar

Dawn Apgar, PhD, LSW, ACSW is an Assistant Professor and Director of the BSW program at Seton Hall University.