The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated, contextualized, and authentic learning experience for students. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. The purpose of this study was to evaluate the effectiveness of the design of the GVP as a capstone experience. The research design follows a qualitative case study approach to gather and analyze data collected from the instructors and students participating in the pilot implementation of the GVP. Results of the study show predominantly favorable reactions to various aspects of the course and its design. Students reported to have learned the most through interactions with peers and through applying and integrating knowledge in developing the alternate reality game that was the central problem scenario for the course. What students demonstrated to have learned included knowledge construction, social responsibility, open-mindedness, big picture thinking, and an understanding of their relationship to the larger society and world in which they live. Challenges that resulted from the design included the amount of necessary to build consensus and then develop an overarching game concept, the tension between guided and directed instruction, and the need to foster greater interdependence among students while encouraging them to become more self-directed.

The purpose of this study was to develop a test blue-print for a hospitality management capstone course to measure programmatic student learning outcomes. A total of 50 hospitality industry professionals and hospitality management faculty were interviewed through focus group discussions, and a post-focus group survey was conducted to determine a weighted percentage for each of the nine determined content domains. A test blueprint was developed from the weighted proportions determined by this study and a process by which other educational institutions could follow to establish a consistent and accurate evaluation method for a capstone course was described.

本研究旨在導入總整課程概念於臺灣中小學師資職前教育，探討國外總整課程之內涵與功能，初步建構臺灣中小學師資職前教育之總整課程，並提出結論與建議，以供未來師資培育大學發展總整課程之參考。 研究方法上，先以文件分析出可行之臺灣中小學職前教育總整課程，接著以專家問卷進行課程的刪修，再利用模糊德菲法探究專家學者對課程具備整合、反思與銜接功能之看法，最後根據專家學者們之共識，完成我國中小學師資職前教育總整課程。根據研究之結果與分析，歸納主要結論如下： 一、中小學師資職前教育總整課程形式包含「實地教學經驗」、「研究計畫」、「專題討論」、「歷程檔案」、「綜合表現與評量」五大類。 二、以實地教學經驗，如「半年教育實習」、「分科／分領域教學實習」、「實踐史懷哲精神教育服務計畫」等，在中小學師資職前教育總整課程之各功能認同度最高。 三、臺灣中小學師資職前教育總整課程依據類型不同，具備總整性存在差異。 最後，本研究根據研究結果，提出相關建議，俾供各師資培育之大學以及後續研究之參考。 / The purpose of this study is to integrate the concept of capstone course to pre-service primary and secondary teacher education in Taiwan. This paper not only explores the connotation and function of the capstone course in pre-service teacher education, but also constructs the capstone course in pre-service teacher education for Taiwan. It also provides conclusions and suggestions for universities that offers teacher training programs to develop their capstone course in the future. The main conclusions follow: 1.The capstone courses of pre-service teacher education include five categories: "field experience", "research project", "seminar", "portfolio", "comprehensive performance and evaluation". 2.The field experience, such as " student teaching", " teaching practicum ", " Schweitzer program " and so on, has the highest capstone function in Taiwan’s pre-service primary and secondary teacher education. 3.The function of capstone course is much different in Taiwan according to varietal types of professional courses and activities of pre-service primary and secondary teacher education. In conclusion, the findings and results in the hope of providing suggestion for the universities that offers teacher training programs and more studies in the future.