John MacBride, B.A. (Hons), M.Ed. Professor and Program Coordinator

Event Management - Event and Exhibit Design

Creating Capstone Projects

Objectives of this presentation

•  To define capstone projects, their relevancy to our Academic Plan and to our classrooms.

•  To share how we have developed capstone projects within the Event Management curricula and the challenges inherent within.

•  To explore the potential opportunities and benefits capstone projects can bring to our curricula and to our students' learning.

Julla Shanghavi, Circus Wedding, 2011

What is a capstone project?

•  Merriam-Webster defines a capstone as a high point or crowning achievement.( http://www.merriam-webster.com/dictionary/capstone)

•  Capstone Projects are intended to be intensive, active learning projects, requiring significant effort in the planning and implementation, as well as preparation of a substantial final written product. (Duke Law School, http://law.duke.edu/curriculum/capstone/procedure/)

•  Capstone projects synthesize all of the learning happening across subjects and possibly even programs. The projects require students to apply this learning in a real or simulated environment. Capstone projects celebrate student learning and achievement. (John MacBride)

Why create capstone projects? • The College's Academic Plan speaks to several reasons why we should be

implementing capstone projects:

1. Inspiring cross-disciplinary, networked learning

A cross-disciplinary approach to learning will provide opportunities for students and faculty to:

•  create and expand personal and professional learning networks

• master different ways of working across subjects and disciplines

• make connections between what is learned in different subjects and disciplines

•  identify the appropriate knowledge and skills needed to investigate a particular issue or problem

•  practice core literacies in context

• make assessment activities, support and feedback a powerful integrated feature of learning.

5. Advancing partnerships, applied research and outreach opportunities

All Seneca programs will include opportunities for students to be involved in a variety of activities that demonstrate partnership, such as applied research projects and industry-related projects, showcases of student work, action research, service learning, volunteering and/or joint class projects with an international partner.

This suggests that our capstone projects should reach beyond the walls of our classroom and engage the students in industry and community.

Why create capstone projects?

Katarina Yelavich, Candy Theme Bridal Shower, 2011

Why create capstone projects? • From a pedagogical

perspective it makes good sense

• Capstone projects engage students in their learning, require them to apply newly- developed knowledge and skills, and celebrate their accomplishments.

Marlessa Davis, Peacock Theme Wedding, 2012

A Case Study Inspired Spaces

Krystal Reeve, Charity Fashion Show, 2012

Inspired Spaces In the first semester of EVT, students are challenged to compete in a tabletop competition called Inspired Spaces.

Each student is given an 8 by 8 foot tradeshow booth.

They are asked to design a mock-setup for a fictitious event of their choosing.

The tradeshow is held in week 12 of the semester. Industry, family, friends and the entire college community are invited out to see the show.

The booths are judged by a panel of industry experts. There is also a people's choice award. Sara Afshar, Gypsy Perfume Launch

for Juicy Couture, 2012

This event grew out of a smaller final project in semester one. It is now is a full-scale trade show attracting interest from the event industry and the

college community.

Breaking it down into Subjects

Tabl

etop

Com

petit

ion Event Design

Exhibit Design

Budgeting and Promotion

Clients and Concepts

Client Presentations

The tabletop competition is a large, multi-faceted event that involves faculty, students and industry. To make it manageable, the content and tasks required to execute the event are broken down into each of the subjects offered during the semester. Faculty assume specific roles in planning and executing the event, based on their subject content.

Event Design In their Event Design subject, students are taught the fundamentals of designing an event from the concept to completion. They are taught dining etiquette and the essential elements involved in a catered event.

They visit a variety of suppliers (floral, rentals, prop houses) to source materials and inspiration.

They learn floral design basics and are taught how to build their centrepiece for the tabletop.

Liz Nutting, “All Aboard” Travel Theme Event, 2012

Exhibit Design In their Exhibit Design subject, students learn the fundamentals of planning and running a tradeshow. This includes space planning, logistics, advanced orders, floor orders, production schedules, and installation schedules.

They spend the latter half of the semester planning the logistics and installation of the tabletop competition.

Thus they are participants in the tradeshow (by having their own booth) and they are also the show's organizers and producers.

Budgeting & Promotion In their Budgeting and Promotion subject, students develop the marketing plan for the event.

They design and produce all of the marketing collateral for the tradeshow: posters, evites, advertising and social media.

They develop detailed budgets for their fictitious event that includes the costs of the venue, rentals, catering, and audiovisual.

Clients and Concepts In their Clients and Concepts subject, students are taught to create professional proposals and how to pitch their ideas in-person to the client.

They visit a variety of venues to produce detailed site inspections.

Using the information they collect, students develop a full event proposal and contract (complete with suppliers, catering menu, and a detailed budget).

Steffany Grew, Secret Garden Wedding, 2011

Client Presentations In their Client Presentations subject, student are taught a variety of software to assist them in developing their proposals, planning their space and executing the event.

Students develop detailed floorplans of the tradeshow and their venue using Google Sketchup.

Students develop the necessary documents (floor plans, PowerPoint presentations, and visuals) to pitch their concept to a committee of faculty and industry guests.

The Final Result Inspired Spaces was attended by several hundred people last year. The event has an guest list of over 100 event industry specialists that continues to grow.

Student feedback at the end of the program names the tabletop competition as one of the highlights of their learning experience at Seneca.

The photography at the event becomes an essential element in students’ professional portfolios.

Advice in Developing Capstone Projects

Ensure the students have the foundational knowledge and skill to complete the project. Don't set them up for failure.

Provide the necessary resources (intellectual, financial and physical) to ensure student success.

Involve all of your faculty in the project. The "team" support is vital to the success of the project and leaves students feeling completely supported by their faculty.

Advice in Developing Capstone Projects

Identify and assign clear roles and responsibilities, first for the faculty, then for the students.

Create a critical path to keep you, the faculty and the students on track.

Meet regularly and frequently with both students and faculty.

Create a common file sharing source (e.g. BlackBoard or Dropbox) to store critical documents and information for the team to share.

Advice in Developing Capstone Projects

Find sponsors and supporters (internally and externally) who see the value in what you are doing.

Use time wisely. For the week of the capstone project, rearrange classes to utilize them on the project or cancel them all together. This frees the students and the faculty to fully participate in the learning experience. The capstone project is the classroom for the week!

Photograph and document the event! This is critical in securing sponsorship and support in future years. It is also great in promoting the students (content for their portfolio) and promoting the program.

Other Examples of Capstone Projects

Bloor Street Entertains – An award-winning black tie event that raises over ½ a million dollars in AIDS research. This project involves students from Event Management, Pre-service Firefighter Education and Training, and Cosmetics Techniques and Management.

Other Examples of Capstone Projects FIELD Project –Each year, Seneca’s Fashion Business Management 3rd year graduating students team up with a fashion industry partner who challenges them to assist with a ‘real life’ business opportunity. Student teams apply their knowledge gained in their final year of study to develop strategic and creative solutions for the ‘client’. They present a summary of their findings to our industry partner and a panel of industry judges at the FIELD gala event and a winning team is chosen.

Other Examples of Capstone Projects Floral Open House – Every December students from our Floral Design certificate program orchestrate a holiday open house selling arrangements and gift items for the holiday season. This event synthesizes curriculum from their customer service, business and design subject. Proceeds from the sale support student scholarships.

For discussion… Who else is already engaged in capstone

projects throughout the College?

What opportunities do you see within your own programs to expand or create

capstone projects?