UW-Stevens Point Students Tackle Real-World City Planning in Capstone Project

A group of students from the University of Wisconsin-Stevens Point College of Natural Resources, majoring in Conservation and Community Planning, spent their final semester preparing for their careers and playing a pivotal role in shaping the future of a real Wisconsin city.

As part of their senior capstone course, taught by faculty member Austin Holland, these Conservation and Community Planning majors teamed up with the City of Stevens Point to assess and propose innovative improvements in areas such as recreation, housing, and public space development. This hands-on course was designed to replicate the dynamics of a professional planning firm, allowing students to collaborate on meaningful, real-world projects that would have a lasting impact on the community. Each year, students work with a different municipality; past partnerships have included Plover, Pittsville, and Amherst.

Conservation and Community Planning is a multidisciplinary field combining environmental stewardship with urban and rural development strategies. Students in this major are trained to address complex challenges at the intersection of natural resources, community needs, and sustainable growth. By working on projects like this, they gain practical experience in creating solutions that benefit both people and the planet.

The semester-long initiative revolved around four key questions from city leaders: How do college-aged students view housing and recreational spaces? What can diversify recreation in Stevens Point? How can the city offer more diverse housing options? And how might a new community space complement nearby development?

“We were essentially treated like professional consultants,” said senior Riley Hubanks. “The city gave us a starting point, but from there, it was up to us to conduct research, analyze data, and meet with community members. That freedom made the work feel meaningful.”

The course featured three significant projects: an initial impressions study of the city, followed by the development of three separate plans—an open space concept, a niche housing proposal, and a flexible third project addressing broader community integration. Students were divided into teams responsible for planning, analysis, stakeholder input, and final presentations.

Ella Stadel, a member of the outdoor recreation team, helped design a plan around 20 acres of wetlands intended to complement a proposed assisted living community. “My favorite part has been how well our group worked together,” she said. “We came to class each day with professionalism, a positive attitude, and a strong work ethic. These efforts came through in our public presentation when stakeholders told us they were impressed with our ideas.”

Audrey Webster, who focused on public engagement, said the project taught her how to communicate complex ideas across a broad audience. “Explaining concepts in ways the general public could understand was incredibly valuable,” she said. “It’s something I’ll take into my professional life.”

Holland said that the course’s hands-on approach was intentional. He treated the students like junior professionals rather than relying on traditional coursework deadlines. “I act as the ‘manager’, so I identify the client about a year in advance and work with them to create the loose structure of the project, but the students were responsible for managing the entire project cycle, from site visits to the final community presentation,” he said. “This also means that students have the final say in planning decisions, because they are the ones who have to justify their work to the public.”

Student Anna Menominee reflected on how much the course integrated everything she had learned over the past four years. “We created a master plan based on real input, not just what we thought would work,” she said. “And if I could go back, I’d just remind myself to enjoy the process, it all comes together in the end.”

Students presented their findings directly to community members, culminating in a final input session on April 24.

City officials praised the students’ professionalism and the quality of their work. “Working with Professor Holland and the planning capstone students was truly invaluable – we presented the students with a few elements and an open canvas with complex environmental considerations, both natural and social,” Chris Klesmith, the neighborhood planner and economic development specialist for the City of Stevens Point, said. “The students were very professional, which is a testament to both their individual character and the strength of the University. We intend to discuss this plan set with the community partners that the students and our department have identified to implement collaborative projects the students researched. Additionally, the students’ research and recommendations for residential development will be referenced before releasing the land for development.”

The experience proved more than academic—it gave students the kind of experience they say they can already reference in job interviews.

“I’ve already used this capstone to talk about real planning challenges in interviews,” said Hubanks, who will join the North Central Conservancy Trust full-time after graduating this May. “We learned how to navigate uncertainty, work as a team, and stay accountable for our work, just like we will in our careers.”

The partnership offered fresh ideas and valuable community feedback for the City of Stevens Point. It was a capstone in name and a launching point in practice for the students. You can view their final report here.