PREPARING STUDENTS FOR THE FOURTH INDUSTRIAL REVOLUTION: David I. Lewis, Janet Bean, Christina Beaudoin, Carol Van Zile-Tamsen, and Tania von der Heidt

Radical change was required, involving a total rethink of the purposes, practices, and outcomes of undergraduate research projects, in order to better prepare students for an increasingly challenging 21st-century workplace. Other faculty, recognizing the substantial benefits to students, progressively joined the team, bringing with them new ideas, expertise, and skill sets. Capstones are not without their challenges, for both students and faculty. The authors have given their students a voice, the opportunity to decide what they want to get out of their capstone, and to choose accordingly. In 2021/22, 95% of faculty contributing to the course will be mentoring a capstone, a phenomenal ‘cultural’ shift given the authors are a research-intensive institution, with the expectation students will gain a research experience through their project. Capstones are a high-impact educational practice; however, educators globally have yet to fully realize their transformative (significantly increase knowledge, understanding, and skills) and translational (prepare students for the world of work) potential.