How the Master of Public Administration and Leadership curriculum applies experiential learning into real-world impact

In today’s public service landscape, leadership cannot be developed through theory alone, it must be tested, refined and applied. The Master of Public Administration and Leadership (MPAL) program at The Ohio State University is built on that belief. Throughout the program, students turn public service and policy into action, carrying forward Senator John Glenn’s legacy by navigating uncertainty and delivering real‑world solutions. From the first semester through the capstone, MPAL students bridge the gap between classroom strategy and professional impact through experiential learning opportunities. 

Hands-on learning at every stage of the MPAL program 

The MPAL graduate capstone course serves as a culminating applied-learning experience in their last semester as an online student, but it is far from the only hands-on project in the curriculum. Across their coursework, students identify real challenges within their organizations or communities and develop practical strategies to address them. Many assignments mirror the structure of the capstone: clarifying a problem, conducting analysis, proposing solutions and evaluating outcomes. 

This work is not theoretical. Capstone project examples include partnering with nonprofits, analyzing public programs, or developing management plans, each project builds leadership skills and strengthens their ability to serve their communities. 

Students are also encouraged to incorporate artificial intelligence tools and futures scenario planning, scanning the horizon to anticipate emerging trends and assess the dynamic environments in which they lead. 

The result? Leaders prepared not only for today’s challenges, but for tomorrow’s uncertainty. 

Beyond 9 to 5: Elevating professional experience 

Most MPAL students are working professionals, many already leading teams, managing programs or serving communities. The program pushes them beyond the routine of their daily roles and challenges them to think more strategically, ethically and systemically. 

As Col. (Ret.) Pat Kaune explains, “The MPAL program prepared me for a transition to civilian life as a public servant by focusing on the things that make public servants successful — making informed decisions, being able to communicate what you want to do to your teammates and the people you serve.” 

After 30 years in the U.S. Army, including deployments to Iraq, Afghanistan and Korea, Pat sought a new mission rooted in public impact. 

“I chose to transition into the public sector because service is what I do. I wanted to help the communities that helped shape me.” 

For Pat, the MPAL experience was not a career shift, it was a continuation of a mission. 

Capstone course: Public service and policy in action 

The capstone’s major assignment, the Management Plan, offers a structured pathway from analysis to action. 

Part 1: Purpose and Context
Define the challenge and the purpose of the management plan. 

Part 2: Situational Analysis
Assess the current state of the organization, agency or program. 

Part 3: Recommendation
Develop clear objectives and a detailed implementation plan tied to mission and strategic goals. 

Part 4: Evaluation and Alternate Plan
Design measurable evaluation methods and outline contingency strategies. 

Through this applied process students strengthen their decision-making skills, foster solution-oriented leadership and synthesize insights from multiple disciplines to create actionable change. 

Real projects with real impact across the entire program 

For many students, the most rewarding part of the MPAL experience is seeing their work make a tangible difference. 

AnnaBell K. partnered with a mobile food pantry serving her community as part of a project in the program. 

“I worked with a mobile food pantry to create a marketing plan. They were doing amazing things for the community but were struggling with promoting their efforts. I was so proud to see them using some of my marketing recommendations to promote their organization.” 

Her work translated classroom strategy into increased visibility for an organization already doing critical work, and the impact was immediate. 

Pat served as a consultant with USA Cares, a nonprofit dedicated to reducing stressors for veterans and military families. 

“I used skills from the MPAL program to analyze their demographics and offer a comprehensive evaluation so that we could increase the amount of veterans who were willing to come to them — and most importantly, their volunteers in each of the 50 states.” 

By applying analytical frameworks, strategic communication skills and leadership principles he learned throughout the program, Pat helped strengthen outreach and engagement nationwide. 

Reflecting on the experience, he shared, “They really emphasize putting the service back into public service.” 

Faculty as mentors, and peers as colleagues 

A hallmark of the MPAL experience is learning from experienced faculty and peers in the program. Students regularly describe their professors not just as instructors but as mentors — seasoned practitioners who challenge, guide and support them through real-world projects. Faculty often feel more like colleagues invested in students’ professional growth and success. 

Pat noted, “What appealed to me was learning from professors who had actually practiced the art and science of leading in the public and nonprofit sectors. But just as valuable was learning from my fellow students. They taught me the importance of teamwork, creativity and, most importantly, leading with integrity.” 

Peers bring diverse backgrounds — military leaders, nonprofit professionals, public administrators, community advocates — creating an environment that mirrors real-world leadership settings. Within this collaborative space, students learn to: 

• Deconstruct public administration problems using conceptual frameworks 
• Create practical solutions to complex challenges 
• Resolve conflict 
• Make ethical decisions grounded in public service values 
• Integrate insights from multiple disciplines 
• Apply reactive and proactive strategies in dynamic environments 
• Use foresight techniques to prepare for multiple future scenarios 

Students leave the program with the ability to view problems from multiple perspectives, focusing not only on operational success but on serving the greater good. 

Leadership as a choice: Turning applied learning into impact 

The MPAL program at The Ohio State University equips students with far more than technical skills. It instills a service-driven approach to leadership rooted in integrity, teamwork and informed decision-making. 

For Pat, that message is clear: “Bring your experience. Bring your leadership. It’s going to be welcomed with open arms … For me, leadership is a choice, and if you choose to lead, you’re going to choose to serve.” 

The MPAL program is about applying skills to real-world challenges, strengthening organizations and creating tangible impact in the communities leaders are called to serve. 

This commitment to applied, service-oriented leadership comes to life through the graduate capstone projects completed by MPAL students. These projects challenge students to address real organizational and community needs, drawing on the program’s curriculum to design solutions with lasting value. The following graduate capstone examples and student reflections highlight how MPAL students turn learning into action, creating meaningful change.