Examining Undergraduate Student Outcomes from a Community-Engaged and Inquiry-Oriented Capstone Experience

Although educational research indicates that undergraduate student participation in research, fieldwork, and/or community engagement has great value, there remains a dearth of information on student outcomes from participation in these activities. Drawing on high-impact educational practices as the conceptual framework, this article examines self-reported outcomes from participants in an intensive, one-year capstone experience for fourth-year students that was composed of fieldwork and research. Qualitative analysis of end-of-semester student reflections indicated that research primarily contributed to students' academic development, fieldwork contributed to professional development_ and the capstone course contributed to the personal and social development of students. Findings suggest that the combination of high-impact practices in a capstone experience may lead to the development of more engaged. prepared. and proactive professionals and citizens.