The effects of completing a capstone course on student identity

Students do not come to identify with a particular version of the college s tudent role overnight. Instead, they must go through a multistage process, involving the learning of and identification with that role. This process o ccurs over time and can vary in terms of the different dimensions of meanin g associated with the same version of college student. This article examine s the effect of participating in a senior capstone course on undergraduates ' identification with a particular university-promoted version of college s tudent and discusses the implications of the findings for assessment and cu rricular development.