Capstone

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Demonstrate professional skills applied in a self-designed, real-world project.

• Integrate and apply six core competencies in a self-designed, real-world project, including Systems Thinking, Design Thinking, Understanding Data, Contemporary Media Literacies, Self-Awareness, and Global Awareness and Intercultural Competence.

• Articulate in writing and speaking their integration of the program core competencies.

• Assess their success in addressing their individualized project goals through ePortfolio documentation.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Engagement Assignments	25%
Project Development	25%
Presentation Development	15%
Final Website with Implementation	35%

To pass the Final Capstone course, you will need a C average or better to receive credit for the course.

Grading Scale

Percentage	Letter Grade
94-100%	A
90-93.99%	A-
87-89.99%	B+
84-86.99%	B
80-83.99%	B-
77-79.99%	C+
74-76.99%	C
70-73.99%	C-
67-69.99%	D+
64-66.99%	D
60-63.99%	D-
Below 60%	F

Attendance/Participation:

The University defines class attendance to be your responsibility as a student and a privilege of university education. In the online asynchronous environment, you should recognize the advantage of regular and timely online activity, accept it as a personal responsibility, and apprise yourself of the consequences of non-participation.

Evidence of attendance in an asynchronous, online course can be demonstrated by correct application of assigned learning content (textbook, videos, other assigned readings, etc.) to the coursework, your timely submission of assignments, and your contribution in discussion forums and group work.

Course Materials Purchased by the Students:

• Gonick, L., and Smith, W. The Cartoon Guide to Statistics. 2015. New York, NY: William Morrow.

• Liedtka, J., Ogilvie, T., and Brozenske, R. The Designing for Growth Field Book. 2014. Columbia Business School. 978-0-231-16467-2.

• Meadows, D. Thinking in Systems: A Primer. 2008. Chelsea Green Publishing.

• Mills, K. Literacy theories for the digital age: Social, critical, multimodal, spatial, material and sensory lenses. 2016. Bristol: Multilingual Matters.

• Stroh, D. Systems Thinking for Social Change. 2015. Chelsea Green Publishing.

This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate, and inclusion of a reading does not imply endorsement.