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The information systems capstone experience for undergraduate majors is a topic frequently discussed in academic circles within the field. Though very little consensus exists on this topic, there are core themes that emerge in the design, development, and delivery of the undergraduate capstone courses. Our analysis of prior literature reveals four components to capstone experiences that are often used in these courses, which include 1) a focus on real-world, complex information systems design, development, and integration; 2) the use of the case method to engage students in critical thinking, problem-solving, and decision-making; 3) the use of ePortfolios to assist students in integrating knowledge across the discipline and showcasing their learning to potential employers; and 4) an emphasis with the undergraduate information systems majors interacting with seasoned professionals in the field. These dimensions were carefully considered in the implementation of a capstone course at a large research extensive university in the southeastern United States. This project was funded by a National Science Foundation (NSF) grant program.

Systematically Evaluating the Effectiveness of an Information Systems Capstone Course: Implications for Practice