What is a Capstone Project? 

A Capstone Project is an experiential education opportunity. It allows Graduate Teaching Assistants (GTAs) to take the skills they have developed and refined over the duration of the certificate and apply it to an area of interest. Specifically, all GTAs will engage in a high impact practical exercise and write a brief reflection of their experience completing it. Examples of this practical exercise include: pedagogical research (Scholarship of Teaching and Learning - SoTL), developing a teaching dossier, presenting a teaching communication (e.g., present at a conference), and engaging in collaborative teaching practice (e.g., designing a tool, assessment, or lecture). The responsibility of the Centre for Teaching and Learning (CTL) will be to provide support and guidance in the completion of the project. However, this will be primarily independent work. 

• Focus: Independent Topic Selection 
• Requirements: One (1) artifact of high impact practical work and a 750-1500 word reflection. 
• Total Time Requirement: 5-10 hours 
• More details on the Capstone project can be found below. 

Let’s take a look at the different types of projects one might complete: 

1. Pedagogical Research (Scholarship of Teaching and Learning - SoTL): The Scholarship of Teaching and Learning (SoTL) has been defined as “a broad set of practices that engage teachers in looking closely and critically at student learning in order to improve their own courses and programs, and to share insights with other educators who can evaluate and build on their efforts.” (Hutchings, Huber, & Ciccone, 2011, p. xix). When individuals engage in activities like these and do so with the intent to explore and evaluate student learning, they are beginning to conduct SoTL. An important goal of SoTL is to enhance and augment learning among and between individual learners by investigating the many features of discipline-specific expertise and best pedagogical practice (McKinney, 2006). As McKinney (2006) describes, “the scholarship of teaching and learning … involves the systematic study of teaching and/or learning and the public sharing and review of such work through presentations, performance, or publications” (p. 39). Therefore, a Capstone Project conducting SoTL could involve conducting a small research project on one’s teaching practices. For more information or direction regarding a potential SoTL project, please contact the CTL. 
2. Developing a Teaching Dossier: A teaching dossier is a professional document that provides an overview of one’s teaching philosophy, experience, and abilities. Most professional teaching positions require a document such as this as part of the application process. Some items that may be included in a teaching dossier are: teaching philosophy, teaching responsibilities, examples of educational administration and leadership, and feedback from students and colleagues, to name a few. The purpose of developing a teaching dossier to provide a representation of you and you work by documenting your experiences and strengths as an educator by presenting facts, evidence, and self-reflection. The CTL hosts a session for graduate students on how to develop a teaching portfolio. The session will introduce the different types of teaching portfolios and their strengths and uses. We will also provide participants with criteria for: collecting resources and material for your teaching portfolio, selecting the most relevant evidence, and writing brief reflections to frame those samples. Attending this session is very beneficial to those who choose to develop a teaching dossier for their capstone project. 
3. Present a Teaching Communication (e.g., present at a conference): Presenting a teaching communication such as a poster, presentation, or paper at a conference, is another way for graduate TAs to engage in a high impact practical exercise. As McKinney (2006) describes, “the scholarship of teaching and learning … involves the systematic study of teaching and/or learning and the public sharing and review of such work through presentations, performance, or publications” (p. 39). Seeking out opportunities to share your experience as a TA is not only beneficial to your own professional development but the development of other TAs. What part of your TA experience went well and why? What didn’t go well? How could you improve? By reflecting on your experience and sharing this with others, you contribute to the development of teaching in higher education. If you are interested in this for your capstone project, the CTL is available to support you (such as ideas for possible conferences, or support developing the communication piece). 
4. Collaborative teaching practice (e.g., designing a tool, assessment, or lecture): As a TA, you will be working alongside teaching faculty to present a course to students. During this time, you may have a chance to collaborate with teaching faculty to develop a piece of work used in the course. Examples of this might include an assessment (e.g., assignment rubric and outline) or a guest lecture. The collaboration with the teaching faculty will provide TAs with an opportunity for feedback and guidance. 

Capstone Reflection Submission Requirements 

This assignment is the final stage of the Graduate Teaching Certificate program. Please complete the capstone reflection assignment. Pick an event or an experience that you can reflect upon to demonstrate your learning that has occurred while you have been working within the GTC program. 

Consider the following questions: 

• What? What happened? What did you learn? What did you do? What did you expect? What was different? What was your reaction? 
• So What? Why does it matter? What are the consequences and meanings of your experiences? How do your experiences link to your academic, professional and/or personal development? 
• Now What? What are you going to do as a result of your experiences? What will you do differently? How will you apply what you have learned? 
• Your submission is to be min. 750 to max. 1500 words, in APA or MLA format. Please submit your paper through the blackboard course website. Please include the answers to the following  questions in the text box in the blackboard submission page.
  • Your Department/Program 
  • Title of Capstone Project 
  • Summary (4–5 sentences) 

If you have questions about any aspect of the capstone project or reflection, please contact danacapell@trentu.ca