Evaluating Supports for MEd Early Childhood Education (ECED) Student Capstone Work: Moving Forward Together

Abstract

In this poster, we present the results of our assessment project aimed at improving the capstone experience and supports for MEd ECED students, advisors and readers. We collected data using surveys and focus group interviews with students, advisors, and second readers to better understand their experiences. The data collection was designed to evaluate how the current system functions and to identify areas for improvement. Our analysis revealed that overall advisors and students had positive capstone experiences. However, some advisors and readers expressed the need for additional guidance about expectations for the capstone and their responsibilities in collaborating to support students. Additionally, participants mentioned factors that impact capstone progress such as personal life circumstances, need for scaffolding of scholarly writing and examples. Ultimately, we aim to develop a strategic plan, including revising materials shared to highlight areas to discuss to ensure clarity about roles and responsibilities between advisors, readers and students.