Designing Accelerated Capstone Courses for Applied Learning and Assessment
Presented by:
Thomasena Shaw, Bridgewater State University
Lisa Bergson, Bridgewater State University
Keywords:
Experiential Learning, Assessment, Online Learning
Hear it from the author:
Transcript:
Hello, and thank you for viewing our poster, Real Clients, Real Learning in an Online Capstone Course. My name is Thomasena Shaw from Bridgewater State University in Massachusetts and my colleague is Lisa Bergson also from BSU in Massachusetts!
This project explores how a fully online public relations capstone can provide meaningful experiential learning while maintaining clear assessment and measurable outcomes. One challenge many instructors face is creating authentic professional experiences in online environments. In this capstone model, students work with a real client and complete the full strategic communication process - from research and planning to implementation and evaluation.
Along the way, they collaborate in teams, apply communication theory, and use analytics to assess campaign eNectiveness. The design is grounded in experiential learning, high-impact educational practices, online learning design, and authentic assessment. These foundations help create a learning environment that is both academically rigorous and professionally relevant. Preliminary outcomes suggest that students gain confidence in strategic thinking, strengthen their professional communication skills, and develop a
deeper understanding of how classroom concepts apply in real-world settings. Students also report meaningful engagement through client-based work and collaborative problem solving.
Perhaps most importantly, this framework is transferable. While developed for public relations, the model can be adapted across disciplines seeking to integrate applied learning, authentic assessment, and career-ready experiences into online or accelerated programs. Thank you for taking the time to review our poster.
We look forward to discussing how this approach might be adapted within your own teaching and learning context.
Key Statement:
Explore a capstone model that integrates real clients, structured teamwork, and measurable outcomes to support applied learning in accelerated, fully online courses.
Abstract:
This poster presents a public relations capstone designed for a fully online format that integrates real client work, structured team collaboration, and measurable outcomes. Students develop and execute a unified campaign across platforms while engaging in scaffolded research, planning, implementation, and evaluation. The model emphasizes alignment between learning objectives, professional practice, and assessment using real-time analytics and reflective deliverables. Preliminary outcomes suggest increased student confidence in strategic thinking, stronger connections between theory and practice, and meaningful engagement with real-world communication challenges. The poster offers a transferable framework for designing applied, assessment-driven learning experiences in accelerated and online environments.
Outcomes:
1. Analyze how online course structures can support applied, real-world learning experiences.
2. Evaluate strategies for aligning experiential learning with measurable student outcomes and assessment frameworks.
3. Apply a scaffolded capstone model to design or adapt an assignment or course in their own discipline.
References:
Callimaci, A., & Fortin, A. (2026). Comparing face-to-face courses and online courses with ‘enhanced strategic’ teacher video presence. Journal of Further and Higher Education, 50(2), 333-355.
Khan, T., & Saint Pasteur, P. (2026). Evaluating Student Learning Outcomes Using Kolb Learning Style Inventory. International Journal of Built Environment and Sustainability, 13(1), 1-13.
Pole, K., & McGee, M. (2026). Experiential learning. In Teaching and Learning in Higher Education (pp. 51-63). Singapore: Springer Nature Singapore.
Mih, V., & Mih, C. (2025). EXPLORING FACTORS AFFECTING STUDENT SATISFACTION IN ONLINE AND IN-PERSON LEARNING ENVIRONMENTS. In EDULEARN25 Proceedings (pp. 3218-3227).
Wang, C. J. (2025). Improving students' perceived learning outcomes through experiential learning: a course design of the blended e-learning environment. Library Hi Tech, 43(2-3), 1060-1081.