Capstone Courses and Major Projects for Enhancing Generation Z Career Readiness Through General Higher-Education Classroom Curriculum

Authors

  • Amanda J. Muhammad Indiana State University
  • Azizi Arrington-Slocum Indiana State University
  • Lisa Hughes Indiana State University

DOI:

https://doi.org/10.33423/jhetp.v21i7.4487

Keywords:

higher education, capstone courses, major projects, interdisciplinary, generation z, high impact practices

Abstract

The limited literature connecting the design and implementation of capstone and major project courses in general education classrooms using a cross-disciplinary approach requires addressing. This manuscript aims to recognize Gen Z's unique characteristics in comparison to workforce requirements. Additionally, based on the groups' distinguishing traits and needs, a higher education general classroom major project or capstone course was designed. The design's purpose was to provide students with multiple opportunities to access high-impact strategies proven to enhance students' success beyond their major. An interdisciplinary process was developed to meet varying constituents' needs employing a five-phase planning and execution process.

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Published

2021-08-25

How to Cite

Muhammad, A. J., Arrington-Slocum, A., & Hughes, L. (2021). Capstone Courses and Major Projects for Enhancing Generation Z Career Readiness Through General Higher-Education Classroom Curriculum. Journal of Higher Education Theory and Practice, 21(7). https://doi.org/10.33423/jhetp.v21i7.4487

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Section

Articles