Western Washington University
Woodring College of Education – Human Services Program
HSP 495 Capstone
4 Credits
Everett, Spring 2010
_____________________________________________________________
Instructor:
Morgan Livingston
Phone:
(425) 259-8915
Email:
Morgan.Livingston@wwu.edu
Office Hours: Tuesdays 5-6 pm, Wednesdays 5-6pm, Thursdays 5-6pm or by appointment
Address:
WWU, Everett Education Center
2000 Tower St., Gray Wolf Hall 244
Everett, WA 98201
Meeting Time: Thursday from 6-9pm
Course Description
Must be taken in the last 5 credits of the major. Assess learning through seminar discussion and
review of writing and portfolio. Finalize the student capstone portfolio through review and revision
to completed benchmark assessment in relationship to National Standards.
Course Goals
Reflection on learning related to the Standards allows students to integrate rather than
compartmentalize information from courses. In this course, Learners will complete the portfolio
process introduced in HSP 304 and required by the major. Every quarter learners have revised
their Capstone Essays. Learners will participate in seminar dialogue related to each standard and
will provide evidence of meeting the Standards. Learners will revise reflective writing related to
each of the National Standards to meet Program requirements for benchmark assessment.
Course Materials
American Psychological Association (2009). Publication Manual of the American Psychological
association (6th Edition). Washington DC: American Psychological Association.
Human Services Program (2008/9). Student Guide to Capstone Portfolio Process.
Council for Standards in Human Service Education, National Standards, available at:
http://www.cshse.org
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CSHSE Standards and Learning Outcomes
Specifications
Learning Outcomes
Learning
Assessment
Activities
#20: The program shall provide experiences and support to enable student to develop
awareness of their own values, personalities, reaction patterns, interpersonal styles, and
limitations.
Participate in collaborative
Student Guide to Portfolio
 Reflection on
dialogue related to the
Capstone
professional self
knowledge, theory, and skills
Portfolio Process
(e.g., journaling,
development of a related to the national
standards and the human
portfolio, or
service profession.
project
Demonstrate understanding of
Student Guide to Portfolio
demonstrating
documentation of the
Capstone
competency),
professional self and lifelong
Portfolio Process
learning through continued
portfolio evolution.
Finalize essays associated with Student Guide to Portfolio
13 National Standards, and the
Capstone
4 University standards.
Portfolio Process
Finalize portfolio documenting
Student Guide to Portfolio
learning and presenting
Capstone
evidence related to learning and Portfolio Process
professional development
throughout the human services
major and identify next
professional learning activities.
Demonstrate an understanding
Student Guide to Portfolio
of multiple voices.
Capstone
Portfolio Process
Course Assignments
Successful completion of the course requires that students demonstrate knowledge and/or skill in
all of the following assignments.
#1 - Participation and Dialogue – 5 points
Seminar discussion becomes the basis for finalizing the Portfolio. Understanding is deepened by
participation in discussion of the knowledge, theory, and skills acquired related to each of
National Standards. Dialogue is expected to be thoughtful, insightful, and should reflect both
critical thinking skills and knowledge of the subject.
#2 – Provide Peer Feedback – 10 points
a) Provide peer feedback on the portfolios of three other students in the format provided.
Your feedback should be constructive and demonstrate critical thinking skills, and your
understanding of the portfolio process. Your feedback is valuable for your peers in
assessing their own learning, but it does NOT affect their grades. It is, however, part of
the grade of the evaluator.
b) Write a 3-4 page reflection comparing the portfolios that addresses:
 Styles of presentation (clarity, ease of finding information, holistic impressions, etc.)
 How the multiple voices required of human service professionals were addressed,
 Your impressions of the evidence included in the portfolio, and
 What you have learned about your own portfolio by examining the work of others.
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#3 – Capstone Essays – 30 points
Based on dialogue in class, course materials, and your own ideas, finalize the essays and
discuss the points below:
 What you know about the Standard.
 Where and how you learned about the standard (courses, books, internship, etc.)
 Reference any evidence you have included in your portfolio that demonstrate your learning.
 What questions you have that might guide your future professional development.
#4 Portfolio (finalized) – 50 points
See Student Guide to Capstone Portfolio Process.
#5 Summary of Learnings, Grade Recommendation and Rationale (2 pages) – 5 points
GRADING CRITERIA
 Students participate in the learning community through dialogue, critical thinking, respect for
the comments and thoughts of others, and the use of active listening skills.
 Writing mechanics are to be correct: grammar, punctuation, spelling, etc.
 Content of writing assignments should provide evidence of the integration of information from
a variety of sources, critical thinking, professional reflection, etc.
Superior/Exceptional work is defined as follows: All readings and assignments are
completed on time. Written assignments are word-processed and consistently exceptional in
content and mechanical construction. The writing requires almost no correction and
demonstrates a superior understanding of the intent of the assignments. Students express
and verbalize connections among various readings, class discussions, field work, and
personal experience. Students raise concepts, issues and questions regarding the reading in
their assignments and their classes. Students consistently participate in a way that enhances
learning for themselves and for the group. Behavior in class demonstrates a concern for the
cohort as a learning community.
Grading is not based on effort or improvement; it is based on quality of written output.
Assignment or Participation
#1 – Participation in Dialogue
#2 – Peer Feedback and Essay
#3 – Capstone Essays
#4 – Portfolio
#5 – Summary of Learnings
Total
Possible %
5
10
30
50
5
100
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Grading
Essays and presentations are evaluated in equal proportions based on the following
factors:
 Comprehension
 Critical Analysis
 Depth and Breadth
 Creativity
 Clarity
 Punctuality
 Professional Presentation
Point ranges and grades:
Point Range
95-100
90-94
87-89
84-81
80-83
77-79
74-76
70-73
67-69
64-66
60-63
Below 60
Grade
A
AB+
B
BC+
C
CD+
D
DF
Superior Development
Excellent
Brainstorm!
Strong
Very Good
Rain!
Developing
Good
Light
Drizzle!
Under-Developed
Not so Good
Mist!
Not Developed
Not Good
Fog!
This course is a requirement of the Major in Human Services and must be repeated if a
grade of “C-” or higher is not earned. See the WWU Catalog.
The Incomplete Grade. K - POLICY
The following statement regarding the assignment of incomplete grades is a synopsis of the
policy in the Western Washington University General Catalog:
The instructor may assign the grade of K (incomplete). It may be assigned only upon request of
the student and agreement of the course instructor. Normally it is given only to a student who has
been in attendance and has achieved passing grades until the final two weeks of the quarter
when extenuating circumstances beyond the student's control make it impossible to complete
course work on schedule. To receive a K grade, a student must obtain a contract form from the
appropriate department and negotiate a formal agreement with the course instructor specifying
the work done and the remaining work to complete the course and earn a grade. One copy is
kept by the student and one by the faculty member. Normally, the student removes the K grade
(completes the work agreed upon) during the next academic quarter. If the K grade has not been
removed within one year, it automatically converts to a failing grade.
Student Feedback Process. All students will be given the opportunity to formally evaluate the
instructor and the content of the course at the end of the quarter. Ongoing feedback is welcome
throughout the course.
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Tentative calendar of course topics and assignments
Week # 1: April 1:
a) Review syllabus
Week # 2: April 8:
a) Review Student Guides
Week # 3: April 15:
a) Discuss Essays/Projects
Week # 4: April 22:
a) Discuss Essays/Projects
Week # 5: April 29:
a) Discuss essays for University Standards, such as, Critical Thinking, etc.
Week # 6: May 6:
a) Discuss Introduction, Philosophy and Purpose Statements
Week # 7: May 13:
a) Discuss finalizing portfolios
Week # 8: May 20:
a) Presentation of portfolios to class
b) Peer analysis/feedback
Week #9: May 26: WEDNESDAY 3-6pm
a) Presentation of Portfolios to Public
Week #10: June 3:
a) Honoring the Accomplishment!
b) Peer Feedback paper and Learning Summary papers Due
University and Department Policies
Confidentiality
All clients should remain anonymous in all class conversations and assignments. Please provide
a pseudonym and change identifying information when referring to a specific individual.
Academic Dishonesty Policy
Western Washington University students are responsible for reading, understanding, and
upholding the standards of academic honesty as set forth in the WWU Academic Dishonesty
Policy and Procedure (see Appendix D of the University Bulletin).
Reasonable Accommodation Policy
It is the policy of Western Washington University to provide reasonable accommodation to the
known physical, sensory, or mental limitations of qualified individuals except where such
accommodation would impose undue hardship on the institution. To request accommodation,
student must contact WWU Disability Resources for Students at (360) 650-3844 or at
http:www.wwu.edu/depts./drs
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WWU Grading Policy
Please familiarize yourself with the WWU Grading Policies on pages 34-36 of the 2004-2005
University Bulletin.
Corresponding by email
All students should use MyWestern accounts for official class and University email. You are
welcome to forward your WWU email to a personal account. However, please make sure that the
forwarding system works by sending yourself a test email. Many free email accounts do not notify
the sender when mail has not been delivered. It is the student’s responsibility to determine that all
email is being received. The safest path is to use MyWestern and check your email on a regular
basis!
Additional Resources and Recommended Readings
Cambridge, B. (Ed). (2001). Electronic portfolios: Emerging practices in student, faculty, and
institutional learning. Washington DC: American Association for Higher Education.
Doel, M., Sawdon, C., & Morrison, D. (2002). Learning, practice & assessment: Signposting the
portfolio. London: Jessica Kingsley.
Klenowski, V., (2002). Developing portfolios for learning and assessment: Processes and
principles. New York: RoutledgeFalmer.
Stefanakis, E. H., (2002). Multiple Intelligences and portfolios: A window into the learner’s mind.
Portsmouth, NH: Heinemann.
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