Abstract

AbstractThis article offers a rationale and model for a reflective capstone course for English majors. Rooted in the SoTL concepts of active transfer and project-based experiential learning, this course asks students to reflect on and analyze their undergraduate work while developing a toolkit to articulate the value of their humanities degrees. Toward that end, students create scaffolded professional projects in multiple genres that help them highlight the soft skills they have developed in their academic career.

Journal
Pedagogy
Published
2023-10-01
DOI
10.1215/15314200-10640056
Open Access
Closed
Topics

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Cites in this index (6)

  1. Pedagogy
  2. Pedagogy
  3. College Composition and Communication
  4. Pedagogy
  5. Pedagogy
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  1. Written Communication
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