Download or read book Using Online Project-based Capstone Experience to Enhance Soft Skills Development written by Gwendolyn Suzanne Britton and published by . This book was released on 2013 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for graduates to be successful in actual work environments. On-ground universities have tried multiple solutions including integrating soft skills into lower division courses---both technical courses and general education courses. On-ground universities have also suggested incorporating performance-based capstone experiences into technical degree programs. Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for graduates to be successful in actual work environments. On-ground universities have tried multiple solutions including integrating soft skills into lower division courses---both technical courses and general education courses. On-ground universities have also suggested incorporating performance-based capstone experiences into technical degree programs. Results of the study were based on analysis of interviews, curriculum and literature reviews, and extant survey data. A standout outcome of the study includes a new Gains' in Soft Skills Scalelet based on National Survey of Student Engagement (NSSE) survey questions to measure gains in soft skill competence. Several conclusions can be drawn from this study. First, critical soft skills are taught and demonstrated as a result of engagement with the online competency-based undergraduate information program. Second, it appears that some soft skills are more strongly emphasized than others thereby implying that the online learning model may be well suited to teaching and demonstrating some soft skills and not others. Finally, the culminating project-based capstone experience appears to be missing two key requirements: team participation and oral presentations.