[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596393-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596393-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","transformative-but-not-easy-students-experiences-of-an-interdisciplinary-project-based-capstone-course","Transformative but Not Easy - Students’ Experiences of an Interdisciplinary, Project-based Capstone Course","","This study explored students’ experiences after completing a project-based, interdisciplinary capstone course offered at a large university in Southern Ontario, Canada. Using interviews analyzed through a constructivist perspective and a phenomenological approach, the study identified four themes: communication, group dynamics, successes, and differences between program requirements. Findings highlight a tension between supporting student autonomy and providing needed support, while showing students valued the capstone for interdisciplinary knowledge and working experience rather than for the tangible output of a specific project.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/transformative-but-not-easy-students-experiences-of-an-interdisciplinary-project-based-capstone-course/596393/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/transformative-but-not-easy-students-experiences-of-an-interdisciplinary-project-based-capstone-course/596393.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What kind of capstone course did the study investigate?","Question",{"text":63,"@type":64},"It examined a project-based, interdisciplinary capstone course offered at a large university in Southern Ontario, Canada.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students’ experiences studied and analyzed?",{"text":68,"@type":64},"Students were interviewed after completing the course, and the interview transcripts were analyzed using a constructivist perspective and a phenomenological approach.",{"name":70,"@type":61,"acceptedAnswer":71},"What four themes emerged from the interviews?",{"text":72,"@type":64},"The study identified communication, group dynamics, successes, and differences between program requirements.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596393,1792165100,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 15 | Issue 2 | Article 15 |\n| --- | --- |\n| Summer 08-31-2024\u003Cbr>Transformative but Not Easy: Students’Experiences of an Interdisciplinary, Projectbased Capstone Course\u003Cbr>Alice S. N. Kim*\u003Cbr>Teaching and Learning Research In Action; University of Guelph-Humber, [alice.kim@tlraction.com](alice.kim@tlraction.com)[ ](alice.kim@tlraction.com)Danielle Robinson*\u003Cbr>York University, [drobin@yorku.ca](drobin@yorku.ca)[ ](drobin@yorku.ca)Celia Popovic\u003Cbr>York University, [cpopovic@yorku.ca](cpopovic@yorku.ca)[ ](cpopovic@yorku.ca)Alecia Carolli\u003Cbr>Teaching and Learning Research In Action, [alecia.carolli@tlraction.com](alecia.carolli@tlraction.com)[ ](alecia.carolli@tlraction.com)Brad Jennings\u003Cbr>Teaching and Learning Research In Action, [brad.jennings@tlraction.com](brad.jennings@tlraction.com)[ ](brad.jennings@tlraction.com)Franz Newland\u003Cbr>University of Ottawa, [fnewland@uOttawa.ca](fnewland@uOttawa.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.2.13646](https://doi.org/10.5206/cjsotlrcacea.2024.2.13646) |  |\n\nRecommended Citation  \nKim, A. S. N., Robinson, D., Popovic, C., Carolli, A., Jennings, B., & Newland, F. (2024) . Transformative but not easy: Students’experiences of an interdisciplinary, project-based capstone course. The Canadian Journal for the Scholarship of Teaching and Learning, 15(2). [https://doi.org/10.5206/cjsotlrcacea.2024.2.13646](https://doi.org/10.5206/cjsotlrcacea.2024.2.13646)  \nTransformative but Not Easy: Students’ Experiences of an Interdisciplinary, Project-based Capstone Course  \nAbstract  \nIn this study we explored the experiences of students who completed a project-based, interdisciplinary capstone course that was offered at a large university in Southern Ontario, Canada. To do so, we interviewed students after they completed the course, adopting a constructivist perspective and a phenomenological approach. Interview transcripts were analyzed, resulting in four themes: (1) communication, (2) group dynamics, (3) successes, (4) differences between program requirements. In addition to revealing tension between fostering student autonomy and providing students with support, our findings also demonstrate that students valued the capstone course for the knowledge and experience gained from learning to work as an interdisciplinary unit rather than the tangible output of a given project.  \nDans cette étude, nous avons exploré les expériences des étudiants et des étudiantes qui ont suivi un cours de synthèse interdisciplinaire basé sur un projet, offert dans une grande université du sud del'Ontario, au Canada. Pour ce faire, nous avons interrogé les étudiants et les étudiantes après la fin du cours, en adoptant une perspective constructiviste et une approche phénoménologique. Les transcriptions des entretiens ont été analysées et ont permis de dégager quatre thèmes : (1) la communication, (2) la dynamique de groupe, (3) les réussites, (4) les différences entre les exigences du programme. En plus de révéler une tension entre la promotion de l'autonomie des étudiants et des étudiantes et le soutien qui leur est apporté, nos résultats démontrent également que les étudiants et les étudiantes ont apprécié le cours de synthèse pour les connaissances et l'expérience acquises en apprenant à travailler en tant qu'unité interdisciplinaire plutôt que pour le résultat tangible d'un projet donné .  \nKeywords  \ncapstone course, interdisciplinary, multidisciplinary, collaborative learning; cours de synthèse, interdisciplinaire, multidisciplinaire, apprentissage collaboratif  \nCover Page Footnote  \n*Alice S. N. Kim and Danielle Robinson share first authorship.  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2024.2.13646](https://do","cbCaioBoOI8mOKjV","https://ap.wps.com/l/cbCaioBoOI8mOKjV","pdf",236144,18,"English","# Abstract\n## Themes and findings\n## Educational value of the capstone","[{\"question\":\"What kind of capstone course did the study investigate?\",\"answer\":\"It examined a project-based, interdisciplinary capstone course offered at a large university in Southern Ontario, Canada.\"},{\"question\":\"How were students’ experiences studied and analyzed?\",\"answer\":\"Students were interviewed after completing the course, and the interview transcripts were analyzed using a constructivist perspective and a phenomenological approach.\"},{\"question\":\"What four themes emerged from the interviews?\",\"answer\":\"The study identified communication, group dynamics, successes, and differences between program requirements.\"}]","Transformative but Not Easy - Students’ Experiences of an Interdisciplinary, Project-based Capstone Course | PDF",1792082996,45]