Documenting critical thinking in a capstone course: moving students toward a professional disposition

This study describes a university capstone course designed to increase student critical thinking skills and preparation for the workforce. Principles of action research and qualitative methods were used to focus on how pedagogical choices of the instructor would influence student learning in these areas. Through extensive use of case studies, direct instruction in questioning techniques (e.g. pre-quizzes and thinking routines), and introduction to the concept of mindfulness, students were encouraged to transition from the role of student to the role of professional. Findings revealed that the capstone experience enhanced students’ demonstrated critical thinking skills and contributed to their willingness to cultivate a professional perspective. Although undertaken in a human service field, the results can inform pedagogical choices made in any content’s capstone.