Reflective on Capstone Course - Essay Example

Reflective Essay As the semester approaches its end, I have come to understand that my reflections on the capstone course have progressed drastically throughout the course of week 1 till week 16. In essence, this course has been the focal point of my entire learning experience as a student. I have been able to integrate and assimilate a variety of skills, knowledge and expertise to achieve what one aims to seek from education itself. While, my last statement may appear a tad bit exaggerated I cannot emphasize enough how important it is to be able to benefit from a learning experience that teaches an individual how to navigate their way through the ‘real world’. Looking back, much of my time as a student was spent deciphering theories and philosophies with little or no effort in comprehending the practicality and application of the these concepts, perspectives and beliefs. Like many others, I too questioned the relevance of my learning with what I aimed to do in my professional life. Thus, the senior capstone course has acted as a bridge between theory and application, which is an outcome that I value the most. While, an integration of subject-specific and cross-disciplinary knowledge and the assimilation of theory and application are the outcomes of my course experience that I greatly value. The learning outcome that I believe will be most helpful in my professional career is that of an enhanced level of self-efficacy, which is one of the characteristics internalized in a student during capstone courses (Dunlap 65). The systematic design of the course included class participation, interdisciplinary project, e-portfolio, research presentation and a course reflective essay. The effort undertaken for the completion of these tasks allowed me to assume a larger share of the responsibility for my education and also played an integral role in acting as a means of socialization with my classmates and course instructor (Collier 285-299). The fact that the capstone project was planned as an independent endeavor meant that each student had to embark upon the task of using his/her individual learning, distinct perspectives on a range of topics and issues and cross-disciplinary knowledge to produce an independent study. My course project on insurance fraud was reflective of a range of understandings and comprehensions on the subject matter. The most critical factor which shaped the course of my independent study on insurance fraud was being on the ground. I also noted in my reflective essay on insurance fraud, how my interactions with the victims of this menace helped in the establishment of a relationship of trust. Manes understands that people are appreciative of those who motivate them and this factor helps bring people together (36). I feel that my research assisted me in inspiring individuals who have been wronged to take action against injustice. I must also highlight that the challenges and difficulties that I faced during my experience as a student of COLL498 were a consequence of my weakness in being fully aware of my identity as a student. As Collier states, “students do not come to identify with a particular version of the college student role overnight” (285). For my capstone project for the course I was presented with a range of options and possibilities to direct my research. As a consequence of being reminded countless times that the independent study was to be the ‘culmination of the undergraduate program’, I intended on pursuing a project that would thoroughly reflect and mirror my learning as a student and my ambition as a professional in the future. I am actually proud to acknowledge that my research for this course was my epiphany. The interactions with my mentor and with the victims of insurance fraud for the purposes of the study guided me towards comprehending a variety of aspects related to life such as the dynamics of trust in a relationship, individual motivations behind fraud, character traits of greed, innocence and gullibility and even human emotions. Therefore, my personal growth during the course was not only impacted by empirical and objective research conclusions but also subjective understandings. Booth, Colomb and Williams write, “In fact, research reported by others, in writing, is the source of most of what we believe” (9). For me this statement is intriguing as it is eye-opening. Prior to reading this sentence in writing in The Craft of Research, I knew I was still aware of this fact all along but after having finally realized the truth I can understand the immense and unequivocal importance of this claim. It is indeed a researcher’s ability to think critically, relate information across a range of disciplines, synthesize knowledge, evaluate research findings and communicate effectively that is the foundation of what humanity knows now and what it will know in the future. My learning experience in the course has allowed me to develop, enhance and exercise these abilities that were set in the syllabus as the primary objectives for this course. However, the achievement of these objectives would not have been possible without the presence of interactive tools which effectively acted as sources of socialization with my classmates and the teacher. The active classroom Forum discussions on weekly readings projected the multifaceted nature of several aspects of the course. This feature significantly aided the development of multidimensional perspectives on a variety of subject matters which enhanced the credibility, applicability and practicality of conclusions drawn through Forum discussions. In conclusion, I wish to emphasize on the course outcomes that I believe would benefit me the most in the future should I opt to pursue a graduate degree or navigate my way through the job market. Critical thinking skills, communication abilities, ability to evaluate pertinent information and synthesize knowledge are certain skills that are imperative to achieving success in both graduate school and in professional life. I believe that my ability to exercise these skills has advanced significantly as a result of my learning experience in the course, which should ideally be reflected in a good grade. Works Cited Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The craft of research. Giáo dục, 2003. Collier, Peter J. "The effects of completing a capstone course on student identity." Sociology of Education (2000): 285-299. Web. Dunlap, Joanna C. "Problem-based learning and self-efficacy: How a capstone course prepares students for a profession." Educational Technology Research and Development 53.1 (2005): 65-83. Web. Manes, Annabel. “Insurance Crimes”. Journal of Criminal Law and Criminology 35.1 (2011): 34-42. Print. Read More