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Capstones, as culminating educational experiences, are expected to meet many purposes: synthesis and application of prior learning, developing skills and attributes related to employability, and more recently, quality assurance. However, research has not yet identified a comprehensive list of capstone purposes or considered how multiple purposes are prioritised. This paper presents an analysis of ratings of importance for a series of literature-derived capstone purposes by staff involved in capstone design and delivery across disciplines (n = 216). Findings confirm the broad range of purposes reported in the literature with the addition of an affective dimension. The number of purposes rated as highly important suggests a highly pressured curriculum space. Analysis of cross-disciplinary ratings also revealed a large set of 'core' capstone purposes that are equally important across disciplines, and a smaller set that vary significantly. Results provide an empirical basis for interrogating capstone purposes and their implementation through curriculum design and delivery.

When gathering data for the design and evaluation of physical learning environments, there is a significant challenge in traversing, or translating, architect/designer language and stakeholders' verbal accounts of their expectations, preferences and experiences. In a series of studies used to provide data for both the evaluation of existing spaces and the design of future spaces, the authors utilized three focus group methods that incorporated elements of participatory design and visual play in activities. This paper describes these methods and the efficacy of each method in the context of physical learning environment evaluation and design.

System models are commonly used in tertiary education as a mechanism for describing the interacting components of educational phenomena, but have hitherto been uncritically accepted. This paper provides a critical review of existing systems models, including the 3P model defined Biggs, and outlines their conceptual challenges. A revised model developed for curriculum research is presented. The paper would be of interest to those undertaking education-focused research, scholarly teaching practitioners as well as those with an interest in the use of systems models as a framework for educational alignment.

In this study we explored faculty and student experiences of accelerated learning. We conducted interviews with faculty members who had delivered the same course in 12 and 6-week timeframes, and we analysed a student survey. Students reported overall positive experiences in the accelerated courses, particularly in the social aspects of learning, higher than usual motivation, and confidence in their learning. However, both faculty and students raised concerns about the scope and timing of assessment tasks, student workload expectations, faculty workload, and administration of courses. We offer recommendations regarding implementation, assessment practices, and management of learning in an accelerated timeframe.

Introduction: Previous studies explored the preferences for therapists' attire and office setting based on initial impressions as a reference for the formality in psychotherapy. This study examines the formality of psychotherapy by investigating therapists' and clients' use of discourse particles, the linguistic marker and quantifier of the formality in speech, in relation to therapist empathy in different stages of psychotherapy. Methods: Four psychotherapy sessions (representing early, mid, and late stages) each from 39 therapist-client dyads were analyzed. Trained observers rated therapist empathy in each session using the Therapist Empathy Scale. Results: Results of multilevel modeling show that synchrony in particle usage, hence synchrony in formality, between clients and therapists is not associated with therapist empathy. Therapists' use of particles (i.e., absolute formality of therapists) was also not associated with therapist empathy. In contrast, the relative formality of therapists plays significant roles: therapist empathy is generally observed when therapists are relatively more formal than the clients (i.e., lower relative usage of particles by the therapists when compared to the clients). However, for clients who speak formally with few particles, therapist casualness (i.e., higher relative usage of particles than the clients) at the beginning of therapy may be interpreted as therapist empathy as therapists help these clients ease into the therapeutic relationships. Discussion: Our results suggest that the examination of therapists' and clients' use of particles across different stages of treatment may illuminate dynamic interactional styles that facilitate or hinder the psychotherapy process. [ABSTRACT FROM AUTHOR]

Capstones, as culminating educational experiences, are expected to meet many purposes: synthesis and application of prior learning, developing skills and attributes related to employability, and more recently, quality assurance. However, research has not yet identified a comprehensive list of capstone purposes or considered how multiple purposes are prioritised. This paper presents an analysis of ratings of importance for a series of literature-derived capstone purposes by staff involved in capstone design and delivery across disciplines (n = 216). Findings confirm the broad range of purposes reported in the literature with the addition of an affective dimension. The number of purposes rated as highly important suggests a highly pressured curriculum space. Analysis of cross-disciplinary ratings also revealed a large set of 'core' capstone purposes that are equally important across disciplines, and a smaller set that vary significantly. Results provide an empirical basis for interrogating capstone purposes and their implementation through curriculum design and delivery. [ABSTRACT FROM AUTHOR]

Situation: There has been a growing emphasis on the importance of collaboration between the design academy and design practice, as well as research engagement by design practitioners in recent years. However, there is a lack of consensus about what constitutes research to support and inform these activities, particularly within communication design contexts. Aim: This paper explores conceptions of research held within academia and practice in the communication design field in Australia, and aims to propose a speculative framework for understanding different conceptions of research that can be applied to enhance collaboration between the two sectors and engagement by practitioners. Background: First, the background of this issue is summarized with a description of the growing value of research engagement and research collaboration, both in broad terms and specifically within the Australian communication design field. Literature review: Second, the literature review discusses how research has been defined in the past including in general academic publications, literature from the design discipline, and mass-market media. An overview of past relevant studies that have explored conceptions of research by design practitioners is also presented. The Australian Study: Following the literature review, key findings are presented from a study of how research is characterized in the Australian communication design field. Data collected via questionnaires and focus groups are reported, and differences and similarities between practitioners and academics’ characterizations of research are discussed and compared with criteria for research found within the literature. Notable findings include that academics and practitioners characterized research similarly in some ways, yet differently in relation to underlying purpose and expectations for systematicity and empirical evidence. Discussion: Finally, a speculative framework for understanding the differences between design practitioner and academics’ conceptualizations is presented including a proposal for how these conceptualizations may be managed during collaboration. Implications and recommendations for design academics and practitioners are outlined. Barriers and opportunities for collaboration are discussed in the interests of fostering long-term benefits and impact. Conclusion: Recognizing that design practitioners and academics are likely to hold differing conceptions of research, particularly with respect to systematicity, appropriate types of data and expected outcomes, equips designers and researchers to enter collaborations with a greater awareness of aspects of the project that may require clarification, negotiation, and confirmation. [ABSTRACT FROM AUTHOR]

System models are commonly used in tertiary education as a mechanism for describing the interacting components of educational phenomena, but have hitherto been uncritically accepted. This paper provides a critical review of existing systems models, including the 3P model defined Biggs, and outlines their conceptual challenges. A revised model developed for curriculum research is presented. The paper would be of interest to those undertaking education-focused research, scholarly teaching practitioners as well as those with an interest in the use of systems models as a framework for educational alignment. [ABSTRACT FROM PUBLISHER]

The article focuses on the integration of undergraduate research and the Australian based professional learning capstone in the U.S. Topics include the development of curricula and co-curricular programs for students to engage students with various industry to prepare them to employment in Australian, the aspects of capstone experiences in Australian context, and the aspects of the case studies regarding the professional outcomes of the program through various approach such as applied-inquiry.