UCLA is set to become the first major American research university to implement a mandatory “capstone experience” for undergraduates.
Though somewhat similar to the program at Princeton, which requires students to complete a senior thesis before graduation, the requirement would offer students more flexibility, such as the chance to conduct directed research or take advanced labs and seminars with close interaction with professors.
The proposal was overwhelmingly approved by the Undergraduate Council in the Academic Senate, which legislates undergraduate curricula. It is also included in a proposal to the Western Association of Schools and Colleges (WASC) as a way that UCLA hopes to improve its curricula.
“We have to do more than transmit information. We have to encourage students to engage themselves intellectually in projects of their own design that are guided by faculty,” said Judith Smith, vice provost for undergraduate education and UCLA’s WASC accreditation liaison officer.
At an overcrowded and financially stretched public institution such as UCLA, where 80 percent of undergraduates choose to take summer school and there’s tremendous pressure to graduate on time, the last thing most of us are looking for is another course requirement.
But, upon closer examination of the program, I hope that the capstone experience can become a reality. Rather than look at it as another hoop to jump through before graduation, students should embrace it as an opportunity to utilize UCLA’s tremendous resources for intellectual exploration more common at liberal arts colleges.
In short, I think the experience will add great value to students’ educations and to the reputation of UCLA as a whole.
First of all, the requirement will fulfill the unique needs of UCLA’s undergraduates, who make up some of the top students in the state and nation. In freshmen surveys filled out at orientation, 90 percent of students report that they plan on pursuing some type of graduate study in their respective subject areas.
The skills required by such programs ““ curiosity to explore new ideas and good interpersonal skills, among others ““ would be fostered by capstone experiences. Furthermore, a capstone experience would expose students to the research process in an applied setting.
While such opportunities already exist for students who are willing to make the effort, making it mandatory will force departments to create more channels for students to complete such projects. This will be valuable in areas such as the humanities and social sciences where not many opportunities exist currently.
Career development experts say that most successful jobs and opportunities are gained through networking, and a capstone experience would foster more one-on-one opportunities and smaller classes, which will make it easier to get letters of recommendation, network and plan for the future.
“We don’t get enough small classes … (that are) helpful for recommendations and greater teacher-student relationships,” said Gabe Rose, Undergraduate Students Association Council president.
On a broader level, the program will put students more in sync with the mind-sets of their professors and teaching assistants, uniting them under a single goal: the exploration and attainment of new knowledge.
If one were to ask professors and graduate students what their primary purpose is at UCLA, I suspect most would say their research.
Considering this is where faculty members devote the majority of their time and energy, it only makes sense that undergraduates become more involved in their goals. By implementing such a capstone requirement, it will bring the largest portion of UCLA by population in line with those who are running it and utilizing most of its resources.
I do, however, have a few concerns about the capstone experience. If implemented as mandatory, students and administrators need to work together to ensure that it stays a requirement that fosters interaction and creativity, not one that incites frustration and bitterness.
For example, though I greatly value the opportunity to take smaller classes with professors whom I can get to know, the frustrations of trying to enroll in them have nearly negated their positive qualities in my mind. The Honors Collegium courses, required for students in the College Honors program, are often so small that students must fight to enroll in them and sometimes take courses that may not be of interest to them.
I also hope that instating a requirement won’t make it so competitive to get one-on-one research projects and senior thesis agreements that students who otherwise would have sought them out will be forced to take seminars or other tracks with less personal involvement.
Before making capstone experiences a requirement, faculty must work to ensure that they are able to provide the resources allowing students ample, easily accessible options to pursue the requirement. This might be a lot to ask, but if faculty involve students in the process, it should be achievable.
“Getting the most input as possible from students is the most important thing,” said Sanobar Sajan, a USAC general representative.
Though it may seem to students that the faculty may be forcing an additional requirement down their throats, I hope they can see it as an outstretched hand inviting them to become involved in a much more dynamic and personal learning process.
E-mail Noble at bnoble@media.ucla.edu.