Abstract
Capstone experiences (CEs) are high-impact opportunities for students to integrate knowledge. While student perceptions of CEs are frequently evaluated, research lacks on faculty perceptions. Our multi-institutional survey identifies who teaches CEs, why, and what influences their design/delivery. Most participants were female, white/Caucasian, and taught a CE for eight-plus years. Respondents enjoyed and valued teaching CEs. Although they employed engaging pedagogies, participants’ CE design lacked influence from external entities. Respondents noted lack of time and money dedicated to CE development. Overall, faculty find teaching CEs valuable, but resources to support CE development/teaching are insufficient and key stakeholders are underused.
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