The Content and Integrative Component of Capstone Experiences: An Analysis of Political Science Undergraduate Programs

Abstract

In 1991, the APSA Task Force on Political Science recommended elements of a curricular structure that would best promote student learning. The report stated that there should be a capstone experience at the end of the senior year and that the capstone should require students to integrate their whole learning experience in the major. This article seeks to answer the following questions: Have political science departments arrived at any best or common practices in implementing capstone experiences? Are capstones performing the integrative function they were intended to provide? If not, what are the barriers to implementing such capstones? The results of a content analysis of course catalog listings for political science programs and of a survey of department chairs are reported. The study finds that, while the majority of programs utilize capstones, integrative capstones are not used extensively. Based on the identification of current practices and trends, including specialization, resource constraints, and skills and program assessment, this study questions whether the Wahlke Report's recommendations should be revisited.

Keywords:

• capstones
• curriculum development
• program assessment