Figure 1
The diagram presents a four-stage cyclical process connected by arrows. At the top right, a large box labeled “Analysis” includes a numbered circle “1” with the label “Gathering Information”. Inside this section, a hexagon positioned at the upper center reads “I S 2020 Model Curriculum”, and another hexagon positioned at the right center reads “Peer-reviewed Publications”. A downward arrow extends from “Analysis” to the next stage labeled “Design and Develop”. In the bottom right, a large box labeled “Design and Develop” includes a numbered circle “2” with the label “Reinventing the Curriculum”. Inside this section, a hexagon positioned at the upper center reads “Capstone Course Redesign”, and another hexagon positioned at the left center reads “Harvard Business Cases”. A leftward arrow extends from this stage to the next stage labeled “Implementation”. At the bottom left, a large box labeled “Implementation” includes a numbered circle “3” with the label “Implementing Changes”. Inside this section, a hexagon positioned at the upper right reads “Career-driven Project”. An upward arrow extends from “Implementation” to the next stage labeled “Evaluation”. At the top left, a large box labeled “Evaluation” includes a numbered circle “4” with the label “Evaluating the Effectiveness”. Inside this section, a hexagon positioned at the upper right reads “Update B S I S Curriculum”, and another hexagon positioned below it at the lower right reads “Analyze Student Feedback”. Arrows connect “Evaluation” back to “Analysis”.Conceptual model adapting instructional and course design theories to assess the impact of the redesign on undergraduate career preparedness and team dynamics