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Business education is failing to prepare undergraduates for success in the 21st century workplace. In this paper we contribute one example of a course specifically designed to confront and close this gap between what we know and what we do as business educators. Our example is an innovative, student-centered, senior-level capstone course developed at the Girard School of Business and International Commerce at Merrimack College. To develop the course, Strategic Analysis and Decision Making, faculty drew from the time-tested pedagogical traditions of Oxford Universitys tutorial system as well as from the recent movement toward a pedagogy of peer-assisted learning. They conceived and implemented the course as a structure within which studentsas individuals and as team membersformulate appropriate questions for themselves in order to rise to the challenges they face during each weekly seminar with their faculty.

Practicing What We Teach, Teaching What Theyll Practice: Developing Reflective Practitioners Through A Capstone Business Course