Abstract
In response to a variety of contexts, most notably the national and academic rhetoric promoting STEM majors over those in the humanities, arts, and social sciences, a new way of thinking about the capstone course in communication may be warranted. More specifically, administrators of communication programs looking for ways not only to foster growth in students, but also to increase the status of their programs on campus and in the community, might find this course useful for those programmatic goals. This paper proposes a constructivist capstone-ish course that marries the theories and applications of communication studies with a student’s real world experience of preparing to enter a new phase of life after graduation. In addition, the course can help change perceptions on campus about communication programming and majors.
Recommended Citation
Ramsey, E. M. (2016). Capstone-ish: Student success and the rhetorical functions of a different kind of capstone course. Journal of the Association for Communication Administration, 35(2), 53-64.
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