EDU 495: Child Studies Capstone

Course Description

In this 3-credit capstone course, students demonstrate fulfillment of the various outcomes of their concentration courses. Each student will complete the capstone project to demonstrate that the student understands clearly his or her concentration, has mastered the content of the selected field(s) of study, and can synthesize and apply what he or she has learned. The capstone project may take one of several formats: a research paper, scholarly essay, portfolio, presentation of creative work, business plan, case study, or any other mode appropriate to the student’s interest and experience. A minimum grade of “C” must be earned to meet the requirements of the concentration.

Prerequisites

  • Students must have completed most of their concentration courses and take this course in their last semester. Academic Counselor approval is required to register.
  • ENG 101: English Composition 1
  • ENG 102: English Composition 2

Program Learning Outcomes (PLOs)

Students who graduate with a concentration in Child Studies will be able to:

  1. Apply knowledge of typical and atypical development in children to create positive learning environments;
  2. Describe the diverse and complex characteristics of families and communities to establish respectful, reciprocal relationships that help to empower families;
  3. Explain the value of observing children as a means of assessing their development;
  4. Select and design developmentally appropriate curriculum and activities to promote positive development and learning for children;
  5. Apply current research and literature in the field to practice; and
  6. Value ongoing continuous professional development.

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Demonstrate reading and writing communication competence by effectively acquiring, developing and conveying ideas and information.
  2. Perform, analyze and synthesize an organized and systematic review of current literature related to selected topic. Literature includes current research (within 10 years) some of which may be accessed through virtual library.
  3. Compare and contrast findings/ideas from literature review.
  4. Integrate ideas and findings from literature review with current developmentally appropriate practices (using NAEYC as the standard) for typically and atypically developing children ages birth through 8 years old.
  5. Make recommendations for change (of personal practices) based on new findings.

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Make recommendations for change (of personal practices) based on new findings

Assignment

Weight

Capstone Project (Final Project)

100%

Total

100%

Grading Standards

The project will:

  • Express with clarity and precision the idea of the project
  • Demonstrate substantial knowledge of the content of the concentration
  • Evaluate critically the validity of the project within the concentration
  • Reflect proficiency in the terminology and language appropriate to the concentration
  • Exemplify effectively the methodology of the concentration
  • Reveal the personal thoughts and opinions of the student
  • Demonstrate the writing proficiencies of the senior level of college writing
  • Be a minimum of 35 pages. Typical projects are between 50-100 pages.

Grades

A = exemplary level of performance – effectively demonstrates all seven standards

B = high level of performance – demonstrates six of the seven standards

C = satisfactory level of performance – demonstrates five of the seven standards

F = unsatisfactory level of performance – demonstrates fewer than five of the seven standards

Required Text

  • There is no required textbook for this Capstone course.

Recommended Resource

  • Student should have an up-to-date reference guide for citation methods, appropriate word usage, grammar and punctuation. A Writer’s Reference, 6th edition is one such resource.

Course Schedule

Week

SLOs

Assignments

1

1,2

  • Review student learning outcomes of the concentration.
  • Participate in Discussion Board - Introduce yourself to your Instructor and your peers. Include your background, academic goals, professional interests and anything else you’d like to share.
  • Choose topic and select format for project.
  • Engage in discussion with Instructor about project.
  • Assignment: Submit draft proposal by Wednesday evening of week 1

2

2,7

  • Revise proposal if required and submit final by Wednesday evening of week 2.
  • Assignment: Write research plan and submit by Wednesday evening of week 2.
  • Begin literature review and research.

3

2,3,4,5

  • Continue with literature review and research

4

2,3,4,5

  • Continue writing literature review
  • Engage in discussions with Instructor.

5

1,2,3,4,5,7

  • Continue project work.
  • Participate in Discussion Board
  • Engage in discussion with Instructor about project (as needed).
  • Assignment: Submit Project Draft (Literature Review) to the Instructor by Wednesday of week 5.

6

2,4,5,6

  • Begin project work.
  • Engage in discussions with Instructor.
  • Assignment: Submit progress report to the Instructor (4-6 statements; no template required)

7

2,4,5,6

  • Present project.
  • Engage in discussion with Instructor about project (as needed).
  • Assignment: Present project to audience

8

3

  • Participate in Discussion Board
  • Complete Project Evaluation form
  • Compile full project portfolio and submit for grading.
  • Complete Course Evaluation.

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.