Abstract
Over the last four years of the senior capstone seminar at Western Carolina University, we have redesigned the course substantially to comply with our institutional Quality Enhancement Plan for engaged student learning and to follow the guidelines proposed by the Mathematical Association of America's Committee on Undergraduate Programs in Mathematics. The capstone course has been structured around critical student objectives representing recommendations from both initiatives. The redesigned course balances between the dual roles that it is asked to play while preserving a comprehensive and holistic mathematical learning experience.
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