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Considerations for Integrating and Sustaining Experiential Learning and a Capstone Experience

Experiential learning and capstone experiences are popular components in many university programs. Research shows experiential activities can provide meaningful learning opportunities for students, can prepare them for success upon graduation, and can lead to higher levels of student persistence and retention. While experiential learning has long been implemented in an ad hoc manner in our business management program, new strategic thrusts from our university relating to experiential learning and capstone experiences, along with significant curriculum changes in the program itself, affords the opportunity to re-imagine our curriculum. To do this, we considered the skills and abilities our students need to be successful after graduation, such as strong communication skills, the ability to handle non-routine, dynamic situations, and the ability to use technology to solve problems. Then we reviewed our curriculum to ensure that our program was reinforcing these issues throughout and not just as an add-on during the last semester or two. Of particular concern are integrating technology and project-oriented activities throughout the program so students will be prepared to work with external clients when they begin the capstone experience course. Finally, we consider a process for acquiring new clients and projects as an important, ongoing concern. In particular, we plan a multiphased development process where we initially consider internally-focused projects, move to external on-campus projects, and ultimately to local small businesses. To prepare for this last phase, we are working with our local small business development center to reach promising clients.