The capstone course stands as a cornerstone of undergraduate and postgraduate education, a culminating experience where students integrate and apply their accumulated knowledge to a significant, authentic project. As defined by the Association of American Colleges and Universities (AACU, 2023), these experiences, whether a research paper, performance, portfolio, or exhibit, serve as a critical bridge between academic study and professional or postgraduate life. In Hong Kong, this pedagogical implement is further reinforced by the Outcome-based Approach to Student Learning (OBASL), which emphasizes the development of generic intellectual capabilities, core values, and the practical application of knowledge, making the capstone an essential graduate requirement (Chan et al., 2017).
Traditionally, the design of capstone curricula has followed a backward principle, where a synthesis of prior course experience - often focused on demonstrating of discipline knowledge and expressed through the final assessment like a substantial written report (Lee & Loton, 2017), dictates the scaffolding of skills and competences throughout the preceding term. However, the rapid advancement of Generative Artificial Intelligence (GenAI) technology presents a profound challenge to this traditional. While GenAI offers powerful tools for ideation, synthesis, and drafting, it simultaneously disrupts the integrity and validity of traditional, writing-heavy assessments, compelling a critical re-evaluation of the capstone’s design and purpose.
It necessitates a strategic redesign of the capstone curriculum for undergraduate and postgraduate programmes. The objective is no longer merely to equip graduates with discipline-specific expertise but to enrich their learning experience by fostering essential AI literacy and the skills to learn and work with GenAI ethically and effectively. This shift aligns with the broader educational mission, as seen in the Graduate Attributes sought by University, which include critical thinking, creativity, and social responsibility, digital literacy, with all competences that must now be defined within a new AI-powered reality.
We argues that an effective contemporary capstone should therefore transcend its traditional format. By incorporating new learning outcomes emphasized interdisciplinary and made learning through hands-on, in-class activities (Chiu, 2024), and redesigned assessment to prioritize process and demonstration over purely written product, we can create a curriculum that is both resilient to technological disruption and more effective in preparing graduates for the complexities of modern society. This document will provided some tips from theoretical principles to practical strategies for designing and assessing such a capstone course.
In conclusion, the era of GenAI necessitates a fundamental redesign of the capstone curriculum. Moving beyond the traditional model of a writing-heavy final project, an effective capstone must now integrate new learning outcomes with the focused-on AI literacy and human-AI collaboration. As argued, this requires a shift in pedagogical strategy, emphasizing in-class, hands-on activities and process-oriented assessments that value demonstration and critical thinking over a sole final product. By strategically incorporating these elements—aligned with OBASL principles and Graduate Attributes—educators can transform the capstone from a vulnerable culmination of past learning into a resilient, authentic bridge that truly prepares graduates with the skills needed to navigate in a complex, AI-powered world. Ultimately, a well-designed capstone is the crucial culminating experience that prepares students to become capable, reflective graduates.
Reference
American Association of Colleges & Universities (AAC&U). (2023). High impact practices. Retrieved from https://www.aacu.org/trending-topics/high-impact
Chan, C. K. Y., Wong, G. C. K., Law, A. K. H., Zhang, T., & Au, F. T. K. (2017). Evidence-based conclusions concerning practice, curriculum design and curriculum reform in a civil engineering capstone design course in Hong Kong. Innovations in Education and Teaching International, 54(3), 260–274. https://doi.org/10.1080/14703297.2014.977930
Columba Business School (n.d). Learning Objectives & Bloom’s Taxonomy. Retrieved from https://business.columbia.edu/samberg/teaching-strategies/learning-objectives-blooms-taxonomy#:~:text=A learning objective statement contains,students will acquire or construct.
Lee, N., & Loton, D. (2017). Capstone purposes across disciplines. Studies in Higher Education, 44(1), 134–150. https://doi.org/10.1080/03075079.2017.1347155
Chiu, T. K. (2024). Future research recommendations for transforming higher education with generative AI. Computers and education: Artificial intelligence, 6, 100197.