Improving Student Success in the Capstone Seminar: The Importance of a Prior Research Intensive Experience
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| Title: | Improving Student Success in the Capstone Seminar: The Importance of a Prior Research Intensive Experience |
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| Language: | English |
| Authors: | Hinckley, Robert A., McGuire, Jack, Danforth, Tara L. |
| Source: | Journal of Political Science Education. 2021 17(1):20-31. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Capstone Experiences, Seminars, Required Courses, Political Science, Majors (Students), Undergraduate Students, Grade Point Average, Academic Achievement, Prior Learning, Research Training, Research Methodology, Performance Factors, Scaffolding (Teaching Technique), Public Colleges, Research Papers (Students) |
| DOI: | 10.1080/15512169.2019.1608831 |
| ISSN: | 1551-2169 |
| Abstract: | Most undergraduate social science programs require the completion of a capstone experience before graduation. Despite the recognized potential of capstone courses to deepen learning, many students do not perform well. The present study examines several factors that may prepare students for academic success in a fairly typical capstone course for undergraduate political science majors. We hypothesize that students who earn high grades in research intensive courses will also earn high grades in the capstone course, even after controlling for other factors related to academic performance. Our results show that successfully completing research intensive training in just one course, even above and beyond the introductory methods course, improves capstone performance. We conclude with a discussion of how our findings lend further support to arguments in favor of "scaffolding" political science curricula to funnel students from less to more intensive research experiences as they move toward the completion of their degrees. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1285996 |
| Database: | ERIC |
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| Abstract: | Most undergraduate social science programs require the completion of a capstone experience before graduation. Despite the recognized potential of capstone courses to deepen learning, many students do not perform well. The present study examines several factors that may prepare students for academic success in a fairly typical capstone course for undergraduate political science majors. We hypothesize that students who earn high grades in research intensive courses will also earn high grades in the capstone course, even after controlling for other factors related to academic performance. Our results show that successfully completing research intensive training in just one course, even above and beyond the introductory methods course, improves capstone performance. We conclude with a discussion of how our findings lend further support to arguments in favor of "scaffolding" political science curricula to funnel students from less to more intensive research experiences as they move toward the completion of their degrees. |
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| ISSN: | 1551-2169 |
| DOI: | 10.1080/15512169.2019.1608831 |
