Kaye Walker and Elizabeth Hawkins
Mitch Goodwin, Kay Are, Michael 'Maxx' Schmitz, Bryonny Goodwin-Hawkins, Wajeehah Aayeshah and Elizabeth Lakey
This chapter’s focus is on the redesign and re-imagining of a selection of final-year capstone units in the Bachelor of Arts program at the University of Melbourne. In response to the Connectedness Learning Approach, we describe the five principles that were our blueprint for reinterpreting the capstone as a sequence of authentic, reflective, creative, celebratory and networked experiences. Further, we view connectedness as having broader social and industrial implications beyond just purely reinforcing disciplinary knowledge. Therefore, we see a need for capstone subjects to incorporate authentic experiences that emphasise creativity, social mindedness and critical awareness. By sharing insights into the challenges and successes of the curriculum (re)design process, we hope to embolden other teachers and learning designers to pursue change in their own programs. We believe strongly that connected, productive and meaningful capstone experiences are vital for all students emerging into an increasingly complex and rapidly changing world.