Metacognitive Matters: Assessing the High-Impact Practice of a General Education Capstone ePortfolio

This manuscript describes the development, execution, and assessment of the University at Buffalo’s instructional approach used to teach reflective and integrative learning skills through a general education capstone (i.e., UB Capstone). Early results of the impact of this experience are based on Capstone instructor rubric ratings of Capstone ePortfolios and student responses to an open-ended survey. These results suggest that students are producing high-quality ePortfolios that demonstrate their achievement of key general education learning outcomes, including integrative learning skills. In addition, based on student comments, it is clear that the Capstone experience has a metacognitive impact on student learning; the majority of students completing the Capstone recognize its benefits to their learning and continued growth as learners.