DEVELOPING LEADERSHIP SKILLS THROUGH CAPSTONE …

DEVELOPING LEADERSHIP SKILLS THROUGH CAPSTONE EXPERIENCES Sarah D. Sargent, Graduate Student Department of Agricultural Education, Communications and 4-H Youth Development Oklahoma State University Dr. Penny Pennington, Assistant Professor Department of Agricultural Education, Communications and 4-H Youth Development Oklahoma State University Dr. Shelly Sitton, Assistant Professor Department of Agricultural Education, Communications and 4-H Youth Development Oklahoma State University Introduction Wagenaar (1993, p. 209) defined a CAPSTONE course as "a culminating experience in which students are expected to integrate, extend, critique, and apply knowledge gained in the major." Crunkilton (as cited in Andreasen & Trede, 2000) identified five required learning activities and six educational outcomes for CAPSTONE courses. The activities included project and/or case studies, small group work, issues analysis, oral communication, and industry involvement.

For young people, leadership skills are best developed in real-world situations rather than in the classroom. Students can make connections between needs and resources, learning and service,

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