In this paper, we propose an optimization approach based on an improved Moth Flame optimization (MFO) algorithm for solving emergency operating room scheduling problems. The purpose of the MFO is to minimize the maximum span of operations, ensuring patients receive their surgeries in a timely manner. This nature-inspired algorithm stimulates the moth’s special navigation method at night called transverse orientation. The moth uses the moonlight to sustain a fixed angle to the moon, therefore, guaranteeing a straight line. However, a light source can cause a useless or deadly spiral fly path for moths. The results show that MFO has advantages over Grey Wolf optimization (GWO) and Genetic Algorithm (GA), particularly when comparing the performance of the algorithms under different spiral curves when considering the unrestricted use of surgical beds between different procedures and the optimization of algorithm speed.
Cuiting Huang, Sicong Ye, Shi Shuai, Mengdi Wei, Yehong Zhou
Healthcare provider
Algorithms and theory, cloud computing
September 2022
The rapid increase in bandwidth demand has driven the development of flexible, efficient, and scalable optical networks. One of the technologies that allows for much more flexible resource utilization is Elastic Optical Network. However, there is a need to solve the Routing, Modulation and Spectrum Assignment (RMSA) problem. In this paper, we use reinforcement learning to improve the efficiency of the routing algorithm. More specifically, we implement an off-policy Q-learning and compare it with the state-of-the-art algorithms. The results confirm that Q-learning is highly effective when optimal results need to be found in a large search space.
Nolen B. Bryant; Kwok K. Chung; Jie Feng; Sommer Harris;
Internet service provider
Networking, artificial intelligence
September 2022
In this survey, we look at the overall idea of Remotely Piloted Aircraft Systems (RPAS) and autonomous control, as well as RPAS infrastructure, levels of autonomy, and current benefits and difficulties in the field when utilizing Artificial Intelligence. While current remotely piloted aircraft systems have a manual pilot operator to provide double-layer security and safety, studies show that having RPAS with a fully autonomous vehicle at its centre could significantly improve decision-making and overall mission precision, accuracy, safety, and efficiency.
Ruchi Bhavsar; Mino Reyes
InDro Robotics, Aerometrix
Robotics, artificial intelligence
September 2022
With the growing demand for e-Commerce and remote working applications, it has become more important than ever to design applications with high availability and fault tolerance. This research proposes a push-based mechanism with persistent connection to reduce the “time to detect” such that the overall service level agreement for applications can be improved.
Norman Kong Koon Kit
Amazon
Systems and networking, cloud computing
May 2022
Usage of Artificial Intelligence (AI) technology to aid the Remotely Piloted Aircraft System (RPAS) helps to get accurate imagery along with vital ground details, which as a result boosts the Search and Rescue operations. Since the search must be done quickly, real-time video processing is essential for survival. Our solution attempts to integrate image processing, more specifically, the You Only Look Once (YOLO) algorithm to detect humans in all environmental conditions. Moreover, traditional methods of AI use Graphics Processing Units (GPU) instead of Central Processing Units (CPU). We solved the issue of low frame-per-second processing on the CPU with a newly designed frame-skipping algorithm. This improved method results in accurate and quick detection of humans and allows real-time detection.
Rohan Sharma
InDro Robotics
Robotics, artificial intelligence
January 2022
Object detection is a fundamental part of computer vision, with a wide range of real-world applications. It involves the detection of various objects in digital images or video. In this paper, we propose a proof of concept usage of computer vision algorithms to improve the maintenance of railway tracks operated by Via Rail Canada. Via Rail operates about 500 trains running on 12,500 km of tracks. These tracks pass through long stretches of sparsely populated lands. Maintaining these tracks is challenging due to the sheer amount of resources required to identify the points of interest (POI), such as growing vegetation, missing or broken ties, and water pooling around the tracks. We aim to use the YOLO algorithm to identify these points of interest with the help of aerial footage. The solution shows promising results in detecting the POI based on unmanned aerial vehicle (UAV) images. Overall, we achieved a precision of 74% across all POI and a mean average precision @ 0.5 (mAP @ 0.5) of 70.7%. The most successful detection was the one related to missing ties, vegetation, and water pooling, with an average accuracy of 85% across all three POI.
Rohan Sharma, Kishan Patel, Sanyami Shah
Via Rail Canada/spexiGeo
Computer vision, machine learning
September 2021
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Capstone projects, sponsorship opportunities.
Capstone projects offer companies direct access to highly trained, intensely motivated students applying their advanced skills and expertise to a wide range of challenges and opportunities.
Working with faculty supervision, teams focus on sponsor-defined projects that result in the exploration of solutions and potentially a proof-of-concept or prototype. Capstones are the culmination of the graduate or undergraduate program experience.
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Learn more about capstone sponsorship in our Capstone Roundtable video below. The event, held in fall 2023, covers topics including the qualities of capstone projects that yield successful outcomes, the potential hurdles that can occur and how to navigate them, and a menu of available options. You'll also hear from one of our industry sponsors and leaders of several SCS capstone programs.
Are you a computer science student about to embark on your final year project journey? If so, you’re in for an exciting and challenging ride! Your final year project is a chance to apply what you’ve learned throughout your academic journey and showcase your skills to potential employers. To help you get started, we’ve compiled a list of 155 final year project ideas for computer science students, presented in the simplest language possible.
Table of Contents
That’s quite a list of project ideas for computer science students! Remember, the key to a successful final year project is to choose something that genuinely interests you and aligns with your skills and career goals. So, take your time to explore these ideas, consult with your professors, and select a project that excites you. Good luck with your final year project, and may you succeed in your computer science journey!
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June 6, 2024
The word “capstone” originally referred to the decorative, final piece of masonry that would be affixed to the top of a new building. But in terms of schooling, what is a capstone project? Academically, “capstone” is a fitting metaphor, as a capstone project serves as a culminating, crowning illustration of your scholarly work. The capstone project synthesizes the learning you have done in various fields, demonstrates your level of expertise in your specific area of study, and often marks the end or milestone moment of a current study path. In short, it’s a big achievement! In this article, we’ve outlined a few tips for cultivating your perfect capstone thesis and have included a list of capstone project ideas to get you started.
As you select a topic for your capstone project, be sure to consider the following criteria:
Personal Interest . A capstone project is meant to be the culmination of or milestone representing your specific path of study; as such, it should be a project that actually interests you! Perhaps you’ve already been working on a passion project or long-term scholarly paper on a topic that excites you. Or maybe you’ve heard about a specific branch of inquiry within your field that you find compelling and want to explore further. Whether you’re new to a specific capstone subject or have been working on it for a while, it’s important to know that your actual interest in a subject can increase your productivity and learning. [i]
Existing Research . For any new piece of scholarship, it’s crucial to thoroughly understand and acknowledge the current knowledge and findings that exist around your thesis. As an advancing practitioner in your field of study or profession, you should already have a sense of what other scholars and experts have said about your capstone project idea, but this is a moment to fully explore: Who are the major players in this professional or scholarly conversation? What are the most important pieces of research that ground this field of study? What recent innovations have been made in this topic?
Stakes . If you’ve ever been involved in a debate or had to write a persuasive speech , you know that an important question to answer is: “So what?” Why is this capstone project idea important? What will be affected if the ideas in your capstone do or do not come to pass? What exactly is at stake here?
Stakeholders . The stakeholders of a capstone are those who will be affected by the information in your project. Perhaps you’ve already engaged in community service and have seen a gap that can be filled by your particular area of expertise. Maybe you are one of the stakeholders in your research. In every capstone project, your readers should know who will be most important to your work.
Identify a gap or problem . If you’ve done your research properly, then you now know what current holes or gaps exist in your field. Make sure you frame your capstone so that your audience is aware of the work that needs to be done.
Fill the gap . This is your moment to shine! What is your specific hypothesis? What kind of research will you conduct to prove it? Specifically, how is your work contributing to this field of study? To this profession?
Feasibility and Scope . The last question you need to ask yourself is: Can I actually do this project? Do you have the time and resources to complete the work you’re proposing? Is your capstone actually doable? If you find that your project seems too big, don’t despair! Many capstone project ideas can be narrowed down for specificity and feasibility. Take a look at the example below:
Very broad:
“What are some recent developments in women’s health research?”
More specific and feasible:
“What are the most current findings on early diagnostic testing and maternal health outcomes amongst American women?”
Below, we’ve listed 150 capstone project examples in various fields. Think of all of these focus questions and ideas as jumping-off points. Some are very broad, while others are much more specific. Your capstone project will most likely fall under the “specific” category (see “feasibility and scope” above), but broader topics and focus questions can get you started down the path of your own particular branch of research.
1) In what ways does social media influence current developments in information systems and marketing?
2) What recent developments have we seen in natural language processing? What innovations do we hope to see?
3) How is cybersecurity an essential consideration in political and public policy?
4) What is the potential for virtual reality within the fields of mental healthcare and / or physical rehabilitation?
5) How can cybersecurity better function in the healthcare industry?
6) What are current and developing applications for machine learning algorithms?
7) How can we develop more secure data encryption?
8) What are the current needs for development in image processing and design?
9) How does artificial intelligence promise to elevate, innovate, revolutionize, or render obsolete various fields and / or methodologies inside and outside of computer science?
10) What current developments exist in the field of neural networks?
11) In what ways can we develop more efficient data encryption algorithms?
12) What specific roles does computer science play in national defense?
13) Exploring automated testing systems.
14) In what ways have smartphone interfaces changed human behavior? Can we predict future changes?
15) What recent innovations have we seen in cloud computing and what changes can we expect to see in this field?
16) How can we improve specific algorithms that conduct market-based analysis?
17) What are the current most important ethical questions surrounding big data and information systems?
18) What are the current expectations around the development and use of cryptocurrency?
19) What specific relationships exist between national policy and internet censorship?
20) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of computer science that specifically interests you !)
21) What roles might nurses have in administering pain management and anesthesia?
22) In what ways can we address the country’s nursing shortage?
23) In what ways is the field of nursing expected to change in the near future?
24) What innovations can be made in continuing education for nurses?
25) In what ways can nurse practitioners and PAs function more effectively in primary care and specialty settings?
26) Going forward, what roles can nurses play in mobile health and telemedicine?
27) How can clinical settings improve their mental and emotional health outreach for employees?
28) In what ways do nurses and PAs function in specific research roles (e.g. cancer research)?
29) Development of cultural sensitivity training and eliminating health equity disparities in the nursing field.
30) Recent developments in women’s health initiatives and research.
31) In what ways can communication efficacy be addressed in clinical settings?
32) What is the relationship between medical care and specific public policies?
33) Nursing, management, and leadership roles.
34) In what ways can technology improve nursing and healthcare initiatives?
35) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of medicine or scientific inquiry that specifically interests you !)
36) How does art function in the political and public spheres?
37) What specific developments have we seen in the field of graphic design in the past decade?
38) Analyzing the relationships between marketing, commercial viability and contemporary literature.
39) In what ways do the humanities function in ecocriticism and the Anthropocene?
40) Social media and communication.
41) What are some recent examples of the relationship between popular culture and political propaganda?
42) Current distinctions between pop culture, avant-garde, and highbrow literature and art.
43) What is the role of philosophy in current public debate?
44) In what ways do / have the humanities function(ed) within and / or outside of the public sphere?
45) What is the role of the digital humanities in ancient / early modern / modern history?
46) What recent developments have we seen in the fields of women’s and gender studies?
47) How has a globalized media culture impacted our views on cultural exchange / postcolonialism / hegemonic power structures?
48) In what ways have sustainability initiatives become an essential part of art, theatre, fashion, film, and literary production?
49) Race, class, gender and / or sexuality, and recent developments in the construction of personal identity.
50) How does appropriation function in the realm of cultural production?
51) What is the current role of cinema in public and political culture?
52) Creativity and new genres in the wake of social media, artificial intelligence and monoculture.
53) How can / do museums and public spaces function as sites of cultural production?
54) In what ways has artificial intelligence begun to shape the arts and humanities?
55) Recent innovations and gaps in ____________. (Have you already done some research on a particular topic? This is your moment to delve more deeply into a branch of humanities research that specifically interests you!)
56) What is the role of engineering in specific manufacturing practices?
57) In what ways are environmental and sustainable efforts transforming various industries (transportation, manufacturing, public use, energy, etc.)?
58) How does artificial intelligence promise to function in various engineering fields?
59) What are the functions of drones in supply chains?
60) How does engineering specifically function in the production and management of public health (water purification and distribution, waste management, etc.)?
61) What recent innovations have we seen in the fields of engineering and defense?
62) Assessing the feasibility of solar power, wind power, etc.
63) In what ways can engineering facilitate specific infrastructure innovations in public spaces?
64) What does the privatization of the aerospace industry demonstrate about the relationship between public and commercial scientific research?
65) In what ways does current engineering promise to disrupt fields like the automotive, manufacturing, aerospace, etc. industries?
66) Examining various uses of 3D printing.
67) What are some recent innovations in electric, geothermal and/ or nuclear energy?
68) What is the current relationship between extraction engineering and the public sphere?
69) How does the field of robotics function in medicine and public health?
70) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of engineering or scientific inquiry that specifically interests you !)
71) How do charter schools currently function in the education system?
72) What current pathways exist for continuing education in the teaching field?
73) What roles does artificial intelligence play in the future of education?
74) Disciplinary practices and education for early childhood, middle school, high school, etc.
75) Addressing income and resource disparities between public school districts.
76) In what ways does gender currently function in STEM education?
77) In what ways can mental health initiatives more thoroughly benefit students, staff, and educators?
78) In what ways is parental involvement a factor in current curriculum models?
79) What are the advantages and disadvantages of various modes of virtual learning, technology in the classroom, asynchronous learning, e-learning, etc.?
80) How can we address the current teacher shortage?
81) What are the current relationships between politics, public policy, school funding and curriculum development?
82) What recent innovations have we seen in outdoor learning, Montessori schooling, forest schools, eco-education, etc.?
82) How can schools facilitate better curricula and funding for special needs programs?
83) What is the current role of the arts in public education? In private education?
84) What is the relationship between public policy and homeschooling?
85) In what ways do race and class currently function in specific conversations around education?
86) What are current concerns and developments in the practices of school safety?
87) What developments are currently underway in curricula involving interdisciplinary and project-based learning?
88) What benefits and drawbacks currently exist in extracurricular programs and initiatives for students of various age groups?
89) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of education or curriculum planning that specifically interests you !)
90) What are some recent developments in the ethics of stem cell research and cloning?
91) How has public disease testing changed since the pandemic?
92) What is the role of the biologist in mining, extraction, and geoengineering?
93) What recent innovations have been made in pesticide production, distribution, and wider use?
94) How can biology serve manufacturing industries to prevent contamination and supply chain stalling?
95) How do specific ecosystems currently function in regard to climate change? What changes are predicted to these ecosystems in the next decade and why?
96) In what ways are biologists’ roles evolving in the development of biomechanical medical devices?
97) What roles do biologists play in understandings of human reproduction and DNA?
98) How are pharmaceutical and recreational drugs currently understood and classified?
99) What recent biological innovations have been made in the production of food? What developments do we foresee in this branch of biology?
100) In what ways are biological systems affected by various forms of energy extraction and consumption (electrical power, gas, wind and solar power, etc.)?
101) How does A.I. promise to affect the roles of biologists in various fields?
102) What current biological threats do we face in terms of biological warfare? How are biologists crucial players in national defense?
103) Explore a relationship between the biochemical signatures of the body and mental wellness / illness.
104) In what specific ways is the organic movement both a biological consideration and a marketing strategy?
105) How do biologists play significant roles in the prevention of spreading infectious diseases?
106) What are the relationships between human population growth or decline and natural ecosystems?
107) How is marine life affected by human activity (recent understandings and developments)?
108) How do biologists function in public and political conversations around sustainability?
109) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of biology that specifically interests you !)
110) What recent developments have been made in research around specific social media platforms and mental health?
111) What roles did the pandemic play in social and mental health amongst particular age groups?
112) How are recent developments in digital communication (“ghosting,” “swiping,” “liking”) indicative of disordered psychological behaviors?
113) Considering particular contexts like time and place, explore the relationships between psychological wellness and gender.
114) Investigate stress reduction efficacy amongst particular populations.
115) What is the role of mental health awareness in policies and conversations around public health?
116) What role does psychology play in pain management?
117) In what ways are clinical psychologists and therapists uniquely poised to conduct empirical research?
118) What recent developments exist in research around various types of trauma?
119) What daily interventions need to be explored in the reduction of anxiety and sleep disorders?
120) What is the developing role of telemedicine and online mental healthcare?
121) In what ways are particular prescription drugs more or less effective when paired with traditional types of psychotherapy?
122) In what ways do companies utilize psychology in marketing and branding?
123) What is the role of the child psychologist in public schools?
124) In what ways can HR departments benefit from on-staff mental health workers?
125) Explore distinctions between child psychologists and early childhood educators.
126) What interventions can be made in the realm of public policy to lessen the social stigma of mental health disorders?
127) How can psychology be used to create more efficient workplaces?
128) In what ways can new technology like apps and AI be implemented in the ongoing care of mental health patients?
129) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of psychology that specifically interests you !)
130) What are the current impacts of globalization on business strategy?
131) How can organizations change communication practices?
132) What are the relationships between sales, brand perception, and social justice movements?
133) In what ways are women perceived and compensated in the finance field? How has this developed over the past decade? What developments remain to be seen?
134) What leadership training programs and strategies best serve managers?
135) Exploring sustainable business practices.
136) In what ways can company structure influence business innovation?
137) What are the current trends and best practices for inter-departmental conflict resolution within businesses?
138) Exploring effects of mergers and acquisitions for specific companies.
139) What is the specific role of HR in performance management amongst employees?
140) Recent explorations of forensic accounting in cases of embezzlement.
141) Perform a case study analysis of a particular taxation policy.
142) What are some important features of the ethics of non-profit accounting?
143) In what ways can we measure international accounting standards?
144) Due to the pandemic, how have budgeting and financial planning methods evolved in recent years?
145) What specific impacts can we predict in the accounting field as a result of AI and other advancing technologies?
146) Perform an analysis of marketing strategies that utilize social media.
147) How can companies maximize consumer engagement in saturated markets?
148 Which technologies and designs are most effective in brand management and dispersion?
149) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of business or accounting that specifically interests you !)
[i] Kahu, Ella., Karen Nelson, Catherine Picton. “Student Interest as a Key Driver of Engagement for First Year Students.” Student Success. Volume 8, Issue 2, pp. 55-66. July 2017.
For the past decade, Jamie has taught writing and English literature at several universities, including Boston College, the University of Pittsburgh, and Carnegie Mellon University. She earned a Ph.D. in English from Carnegie Mellon, where she currently teaches courses and conducts research on composition, public writing, and British literature.
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Capstone projects showcase 2022.
This year the students in the Senior Capstone course developed 40 apps. There were
You can view all the video demos online . If you are interested in proposing an idea for the team's next year, then let us know .
You are here, computer science capstone projects.
AEquitas (2022) Students: Coco Chen, Duncan Shober-Fernback, Arthur Lewis, Andrew Viera Advisors: Prof. George Witmer, Jennifer Long, Eric Baumer
Café Justo (2022) Students: Kenneth Cho, Joss Duff, Hudson Pavia, Justin Venezia Advisors: Eric Grill, Roberto Salaverria, Prof. Smith, Prof. Korth
Celebr8 (2022) Students: Amy Cho, Karis Jang, Leeza Khalif, and Jason Weiss Advisor: Prof. Stephen Lee-Urban
Coach AL Ride Motivator (2022) Students: Jordan Bautista-Lazo, Max Leibowitz, Jack Miller, Yuxuan Song Advisor: Prof. George Witmer
College Buddy (2022) Students: Kendra Marable, Kishan Patel, Mary Ye Advisor: Mooi Choo Chuah
Decentralized Identity in Supply Chain Context (2022) Students: Alex D'Alessandro, Emily Grandon, Alex Kline, Rafaela Mantoan Borges Advisor: Prof. Andrea Smith
DigiClips (2022) Students: Yusef Abaza, Eddie Diggs, Roxy Gretz, Gus Teteris Advisor: Prof. James Mikitka
Driverless Car (2022) Students: Kelan Liu, Robin Maillard, Nathan McNece, Isslam Yehia Advisor: Corey Montella
Dubstep Dukeout: An NFT Collection (2022) Students: Benjamin Aulenbach, Rishab Ayyappath, Emily Freney, Morgan Long Advisor: Prof. Andrea Smith
Eng College - Mobile App (2022) Students: Thomas Petz, Sonny Sakihara, Lauren Workosky, Jouny Zedan Advisor: Prof. James Mikitka
Energy and Water Dashboard (2022) Students: Wesley Guarneri, Alyssa Milrod, Caitlyn Somma Advisors: Debra Kreider, Edwin Yeakel
enrolld (2022) Students: Ryan Colflesh, Carl Saba, Yianni Varkaris, Caitlyn Wagner Advisor: Prof. Stephen Lee-Urban
Facial & Object Detection Algorithms (2022) Students:Andy Llanos, Jeremy Feng, Quang Tran, Timothy Odom Advisor: Prof. Stephen Lee-Urban
Flood Adventures (2022) Students: Nathan Lerro, Evan Rubin, Sarah Sechrist, Jessica Vogel Advisor: Prof. James Mikitka
Follett: Ice Machine IoT (2022) Students: Miguel Hernandez, Matthew Sireci, Wei Zheng Advisor: Prof. Brian Colville
The Future of CapSource's Product and E-Commerce Strategy (2022) Students: Colin Gabuzda, Teng Huang, Hana Kenworthy, Anh Vu Advisor: Prof. George Witmer
Game Library Port (2022) Students: Shayne Conner, Cole Lavalle, Michelle Li, Mason Mosack Advisor: Prof. Michael Spear
Human-in-the-Loop Spambot Detector (2022) Students: Kevin Coxhead, Alonso Cornejo, Kamilla Muminova, Philip She Advisor: Prof. Xie
Iris ICPS/VAR Portals (2022) Students: DJ Edwards, Artem Maryanskyy, Adam Stavash, Iven Zhang Advisor: Prof. Stephen Lee-Urban
Lehigh College of Engineering Web Analytics (2022) Students: Spencer Lander, Steven Nazaroff, and Nnamdi Chima-Anyanka Advisor: Prof. James Mikitka
Lutron Device Diagnostics (2022) Students: Connor Lachman, Matthew Niejadlik, Satyam Patel, Nathaniel Todd-Long Advisor: Prof. Brian Colville
Lutron Distributed Consensus (2022) Students: Dave Dolan, Parker Evans, Chris Oster Advisor: Brian Colville
Machine Learning Renewable Energy Risk Assessment (2022) Students: Abe Berlin, Henry Eaton, Muhammad Delen, Rakene Chowdhury Advisor: Prof. Stephen Lee-Urban
Mech Programming Language Design & Implementation (2022) Students: Haocheng Gao, Simone Pankenier, Xinhao Tang, Zishuo Wang Advisor: Prof. Corey Montella
Merck & Co. Environmental Database (2022) Students: Joseph Feuer, Lester Huang, Brandon Kondis, Sammy Schutz Advisor: Prof. Debra Kreider
Merck P&ID Network Mapping (2022) Students: Max Asteris, Samuel Collins, Jude Gerhart, Grace Gundrum Advisor: Prof. Debra Kreider
Neufood (2022) Students: Amanda Castillo, Jake Fleischer, Phoebe Li, Yiqun Xu Advisor: Prof. Debra Kreider
NutraData (2022) Students: Ethan Santalone, Kendall Riskevich, Misha Seagull Advisor: Prof. Debra Kreider
Platform for Numerical Analysis & Data Visualization (2022) Students: Stephanie Murphy, Rose Rush, Sebastian Chavarro, Andrew Sukach Advisor: Dr. Arielle Carr
Sales Wizard (2022) Students: Sarah Pontier, Breana Lo, Layne Trautmann, and Howard Li Advisor: Prof. Andrea Smith
Scaling Skillion's System (2022) Students: Nathan Dean, Mitchell Katz, Advaith Nair Advisor: Prof. Brian Colville
Smart Electric Transit (2022) Students: Garrett Kreeger, Gabriella Nuzzolese, Kieran O’Connor, Matthew Piriya Advisor: Shalinee Kishore
vCARETM Consult Application (2022) Students: Harry Boon, JiSoo Park, Theodore Woodworth, Yiwen Wu Advisor: Prof. Andrea Smith
AEquitas Document Search Portal (2021) Students: Victoria Dorn, Hannah Leland, Buckley Ross, Jenna Simon Advisor: Prof. George Witmer
ArtsQuest eCommerce Platform (2021) Students: Bora Fanuscu, Hannah Gotwalt, Kenneth Lopez Advisor: Prof. Andrea Smith
Autonomous Robot Cars Capstone (2021) Students: Dante Biase, Graham Wandless, Sam Schwartz, Brian Zhu Advisor: Dr. Corey Montella
Bike Facts / Kickstarter App (2021) Students: Xinhao Liu, Alec Mitrokostas, Michael Port, Jason Schanck Advisor: Brian Coville
Celebr8 Life - Shared Memories (2021) Students: Peter Luba, Chloe Norvell, Blake Wei Advisors: Corey Montella & Prof. Stephen Lee-Urban
Concurrent Data Structures for 3D Simulation (2021) Students: Ji Ho Choi, Jared Lee, Jeff Van Buskirk Advisor: Prof. George Witmer
Coach AL Ride Motivator (2021) Students: Gustavo Adame-Delarosa, Mickias Bekele, Shant Keshishian Advisor: Prof. George Witmer
Distributed Consensus for Large Scale IoT Systems (2021) Students: Tal Derei, Marc Ferdinandusse, Hailey Goldschmidt, Jacob Oakman Advisor: Brian Colville
Energy & Water Sustainability Dashboard (2021) Students: Erik Bissell, Joshua Krinsky, Nick Owens, Bratislav Petkovic Advisors: Prof. Debra Kreider, Prof. Edwin Yeakel
EY ModOps Product Suite Capstone (2021) Students: Dylan Goldstock, Kenny Kwock, Meghna Mishra, Iris Zheng Advisor: Prof. James Mikitka
Flood Adventures (2021) Students: Surui Huang, Kenneth Straw, Benjamin Zalatan Advisor: Prof. James Mikitka
Halocy (2021) Students: Kevin Do, Yuzhe Liu, Sarah Loher, Yue Zhuo Advisor: Debra Kreider
Human in the Loop (2021) Students: Noah Backman, Jinan HonĀ, Andy Kelly, Chris Muñoz Advisor: Shiang Xie
JatLag Port (2021) Students: Luke Lenny, Blake Wilkey, KaiDa Ma, Yode-Jiaqiang Yuan Advisor: Corey Montella
Lutron Mobile Installer Tool (2021) Students: Alan Wang, Alan Zarza, Kenny Lin, Hannah Fabian Advisor: Prof. George Witmer
Machine Learning Risk of Renewable Energy (2021) Students: Kevin Bergdoll, Parker Fu, Muyuan He, Sam Joffe Advisor: Prof. Stephen Urban
Major Exploration Quiz (2021) Students: Peter Bernard, Sony Chen, Julio Gonzalez, Ryan Stelly Sponsors: Chris Larkin, Marc Rosenberg
Matching System (2021) Students: Kevin Laudano, Lingtao Kong, Runjie Zhao, Jiageng Zheng Advisor: Prof. George Witmer
Merck External Data Ingest Portal (2021) Students: Jason Lee, Will McCormick, Sam Sausville, Yifan Zhang Advisor: George Witmer
Merck Financial Valuation (2021) Students: Andrew MacCausland, Anshika Singh, Haydn Davis, Karthick Sivakumar Advisor: Prof. George Witmer
Mobile Self-Guided Tour (2021) Students: Rebecca Housey, Cameron Rosenthal, Dylan Staniszewski Advisors: James Mikitka
Modernization of a Client Portal (2021) Students: Brock Herring, Cyndy Meng, Carter Schmalzle, Joseph Wesselman Advisor: Debra Kreider
NutraData (2021) Students: Kyle Burke, Gary Fishkin, Omid Ghazizadeh Advisor: Debra Kreider
PayHippo Machine Learning (2021) Students: Zach Coriarty, Daniel Karkhut, Chase Mattingly, Marc Soda Advisor: Brain Colville
Programming Language Design & Implementation (2021) Students: Nic Campion, Sean Hong, Sherry Huang, Dave Jha, Ronan Leahy Advisor: Corey Montella
Skillion Riders App/Toolbox App (2021) Students: Jordan Baum, Sarah Home, Ulan Mirlanov Advisor: Brian Colville
Smart COPD Patient Monitoring System (2021) Students: Thanos Kougionis, Xiangzhi Liu, Maximillian Machado, Brian Snyder Advisor: Prof. James Mikitka
Smart Electric Transit (2021) Students: Andrew Ha, Cormac O’Day, Neel Sikka, Graham Shanno Advisor: Prof. Stephen Lee-Urban
Strategic Alliance Listings (2021) Students: Melissa Fedorka, Owen Licht, Jack Liu, and Andrew Principato Advisor: Prof. Andrea Smith
Toloka (2021) Students: Manasi Vitthanala, Sahil Malhotra, Zack Elliot, Daolong Liu Advisor: Prof. George Witmer
Vistacom Sales Wizard (2021) Students: Connor Greene, Matthew Gunton, Swetha Ramesh, Joshua Yang Advisor: Prof. Andrea Smith
WeShareRE (2021) Students: Adam Debus, Yichen Shen, Nick Silva, Jiabei He Advisor: Prof. Andrea Smith
Zubel (2021) Students: Antonio Lia, Tyler Nguyen, John Taulane, Ngan Tran Advisor: Prof. George Witmer
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Wrestling robots (2018).
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Hi guys, I’m doing my capstone project next semester. I was wondering what you guys have done in the past or any ideas that would be cool to do. I do most of my coding in Python and would like some ideas for cool things I could do in that language if possible.
Also, what is really expected for a capstone project? What are your experiences?
2018 capstone projects.
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The Capstone course gives students the opportunity to work on real-world projects with tech companies in the Bay Area and Silicon Valley, or with an academic organization on a research project. The course is similar to an internship, but with the added bonus of academic guidance and access to the department’s resources. It’s a great way for students to apply classroom knowledge in a practical setting, and to make contacts in the industry as graduation nears.
Capstone projects begin in August and January. At the beginning of the semester, potential sponsors pitch projects. Students form teams of 3 to 5 members and begin the software development process. Guided by faculty, industry, and non-profit sponsors, students work on their capstone project 10-15 hours a week for 15 weeks. Students gain the experience and confidence to land the jobs that they want doing what they love. Some obtain jobs with the company they work with or from the contacts they make — jump-starting their careers even before putting on their caps and gowns.
Working alongside Consilient Labs, an AI startup focused on memory-based learning, students keep engineers and customers in mind when they built a user-friendly dashboard to simplify use of the current API. The dashboard uses the Angular framework, D3 for visualizations, and Bootstrap for structure — and contains functionality for user authentication, uploading data to the knowledge engine, making queries about that data, and viewing status information about the knowledge engine itself.
Students built dynamic dashboards and interactive data visualization tools to help BART engineers identify and correct platform sign inaccuracies. They took a data-driven approach to improving platform sign accuracy by using Splunk to process and analyze train log data to identify recurring conditions associated with sign inaccuracy — allowing BART analysts to take a closer look at cases where inaccurate delay data occur, show how often they occur, and which trains and platforms are susceptible to these issues.
EdgeX Foundry is an open-source platform supported by VMware that provides an infrastructure to build and deploy IoT applications. Utilizing a custom EdgeX instance on a Raspberry Pi, the student team's project FaceX provides users with an IoT application that performs facial recognition of pictures taken by a camera module connected to a Raspberry Pi. FaceX analyzes pictures for faces using a convolutional neural network and then pushes its result to a web service that displays information about the matching individual. The main goal is to implement a keyless entry system. This system will be deployed as an open-source software package that anyone can download and deploy to a Raspberry Pi with a camera module to provide a facial-recognition based entry system for a home, shelter, facility, or other restricted-access environment.
Oasis Mobile is a mobile application designed to engage users in wellness practice through its menu of personalized mindfulness exercises and programs. Currently, Oasis operates through a Chrome Extension. Working with their sponsor team, students developed a mobile application that allows users to access Oasis programs and exercises at any time or place while also including additional features such as breathing exercises, tracking of user activity, and mood journaling. Students built their project using React Native on the front-end and NodeJs and Express on the back-end.
Action for Racial Justice (ARJ) is a non-profit organization that helps justice-minded people learn about race issues and press for policies with equitable outcomes. Reading for Racial Justice is a sub-service of ARJ, specifically a book club application that helps form communities of activists to learn more about the history and principles of what they are fighting for. Once users are logged in to the ARJ service they can navigate to their dashboard to view their active clubs, create or join a new club based on a specific book, goals, or interests, and view short descriptions of the books available to them. Students used React on the front-end and Golang in the back-end with a MySQL database.
Students developed game-like Kinect software that allows patients suffering from stroke, back pain, sports injuries, and other conditions to do physical therapy at home.
Interested in working with a group of highly motivated and committed students from USF’s Computer Science department?
USF student groups Women in Tech (WiT) and the Association for Computing Machinery (ACM) hosted a hackathon in April. The theme this year was Ed-Tech, a field of technology centered around enhancing students' learning experiences both inside and outside the classroom. It was a weekend of coding, designing, and brainstorming that included workshops, alumni panel and networking opportunities for CS students.
See Texas A&M University computer science and engineering students' capstone projects. Seniors work on the projects throughout the year.
Artificial intelligence, intelligent systems, machine learning and natural language processing.
Data science, electronic design automation and very large-scale integration, graphics, visualization and computational fabrication, human-computer interaction, projects by industry sponsor.
See our capstone projects sorted by the industry sponsor and semester.
Bay area houston economic partnership, the computational and information science directorate, the u.s. army combat capabilities development command - brl-cad.
UC Santa Barbara Computer Science Capstone Presentations (@ CS Summit ) in March 2025
2-quarter sequence: fall/winter quarters.
The capstone course sequence presents an opportunity to develop innovative solutions to real industry problems. You won't find answers to these problems in a textbook, on a message board, or in off-the-shelf software package -- because students in this class are among the first ever to be able to solve them. Working together with industry leaders, student teams take on the most challenging problems of the day with technological innovation, creativity, and boatloads of hard work.
The capstone course sequence is offered during the Fall and Winter quarters at UCSB with Capstone projects presented to public during the UCSB CS Summit in March in Corwin Pavillion!
189A Instructor -- Chandra Krintz [website] , UCSB Computer Science — Teaching Assistants -- TBD Rutvik Jha , UCSB Computer Science, Sahil Naik , UCSB Computer Science --> 189B Instructor -- Dahlia Malkhi [website] , UCSB Computer Science, — Teaching Assistants -- TBD Satyam Awasthi , UCSB Computer Science, Shubham Talbar , UCSB Computer Science -->
The teams will present their project posters and presentations at the 2025 CS summit. Details on the summit, including the schedule, will be posted during the Winter Quarter here .-->
2022 CS CAPSTONE Thank you to everyone attending the 2022 CS Summit and CS Capstone presentation event . Here is some information about the March 2022 event:
Congratulations to all teams for successfully completing their 2021/22 CS Capstone projects! Special thanks to this year's amazing mentors/sponsors!
"Capstone was the single best experience I had in all of my 16+ years of education (except for maybe coloring in first grade). I learned more in the 5 months of Capstone than I did in the first three years of college combined. What can I say about a program that helped me learn about the industry as well as helped me get my first job out of college? AWESOME!" — Zack Warburg, Software Engineer, AppFolio
"CS189 not only helped me during job interviews but also the project I am working on with PowerPoint is very similar to the project that my group worked on (the online slide sharing app)" — Melissa Hunter, Software Design Engineer, Microsoft
"As far as getting a job goes, CMPSC 189 is probably one of the most useful things you can do as an undergrad." — Brendan Blackwood, iContact.
"Many projects I am working on now I find myself going through the same steps I did in CMPSC 189 class. From gathering requirements, producing design specs, and ultimately presenting my work." — Chris Fattarsi, Web Developer, NASA Ames Research Center
"In the past we have worked with Appfolio, Artera, Forta, Microsoft, Qualcomm, Aerospace Corp, FindTheBest, JPL, the US Navy, and many other companies and organizations to take on wide range of interesting problems in Computer Science. If you are interested in participating either as a student or a sponsor, please reach out!" — Chandra Krintz, Professor of Computer Science and co-instructor for CS 189
Template design by Andreas Viklund , photo from Dhilung Kirat
Capstone research project course, ac297r, fall 2022 weiwei pan, founded by the institute for applied computational science (iacs)'s scientific program director, pavlos protopapas , the capstone research course is a group-based research experience where students work directly with a partner from industry, government, academia, or an ngo to solve a real-world data science/ computation problem. students will create a solution in the form of a software package, which will require varying levels of research. upon completion of this challenging project, students will be better equipped to conduct research and enter the professional world. every class session includes a guest lecture concerning various essential skills for one's career -- from public speaking, reading and writing research papers, how to work remotely on a team, everything about start-ups, and more..
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The Capstone Program in the Department of Computer Science and Engineering provides students with an opportunity to interact with industry partners to define, design, build and deploy real-world systems. The department provides a two-semester capstone experience in each of our three undergraduate major programs. These experiences integrate all of the technical knowledge and skills from their courses and internships, as well as providing valuable experience in team-building, project management, oral and written communications, and problem solving.
To see Capstone projects, please visit this College of Engineering Senior Design Capstone page .
2022-2023 team: diego solis, tyler schnitzer, eduardo mendoza, luan (andy) le, 2020-2021 team: pranjal dhungana, blake becker, 2019-2020 team: myles edwards, keith armstrong, corey gendron, ryan gibeault, kiefer hardin.
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Engagement Overview
Invest in the future of technology in our region and nation. Gain over 1,500 hours dedicated focus to your project.
Capstone Interest form
Capstone projects are academic year-long experiences for students nearing graduation. Student teams complete a substantial software project that reinforces skills learned through classwork and prepares them to thrive in the next stage of their careers.
This blend of educational and professional experience allows students to prepare for a life in industry and to connect academic concepts with real-world applications.
Student teams make use of the technical and design skills they have developed throughout the Computer Science curriculum to satisfy the sponsor’s objectives.They use standard software engineering practices to scope the problem and identify the best software process model to apply to it. They then develop, test, deploy and document their solution
Students also use professional project management practices to ensure project progress and quality and to experience the workflow of professional software design
Within the framework of the course, all projects are conducted on a best-effort basis by student teams, guided by staff and in close collaboration with the sponsor.
Capstones Fall 2021 Capstones Fall 2020
Corporations, small businesses, national laboratories, R&D organizations, non-profit organizations and faculty and staff members of the University of Colorado may become project sponsors.
Capstone projects courses are offered to undergraduate seniors and final-year master's students. Each course is taught separately, so capstone sponsors can indicate which level they deem appropriate for their project.
For more sponsorship information, please contact:
For course-specific questions, contact:
Capstone sponsorship allows an organization to form an in-depth connection with a group of students who are nearing graduation. This relationship can serve as an opportunity to identify future candidates while introducing them to your company goals and culture. Capstone sponsorship serves as a mentorship role, contributing to the professional readiness of our students and instilling good practices as they prepare for a career.
In addition to your team, all students in the capstone course will be exposed to your organization as teams report out their work to the class. This provides excellent visibility, as capstone courses are large, and generates word-of-mouth buzz as students share their experiences throughout the year and at the spring expo.
All project concepts should have a clear purpose with a recognized value to industry or society. They should have specific functional objectives and provide significant design challenges.
Projects must have a level of complexity that is compatible with a six-person team of undergraduate seniors or master's students working on average 6 to 7 hours each for 13 weeks in the fall and 12-14 hours each for 15 weeks in the spring.
Students should be able to explore various design solutions and make choices based on sound engineering reasoning with creative latitude in arriving at a final design and implementation.
Exploratory or proof-of-concept projects can be quite successful as capstone projects.
Projects that are in the customer’s critical path cannot be accepted as capstone projects unless the customer takes full responsibility for the outcome. “Good-to-have” results and “test-of-concept” studies are more likely to be suitable. Although the goal is to make every project a success, the primary purpose of the capstone is educational. The University of Colorado cannot take any responsibility for results deemed by the customer as “insufficient.”
All sponsors are expected to be active participants in their sponsored project. Sponsors should name a Technical Lead for the project who will be able to dedicate at least one hour per week to the project.
Close contact with the team during the early project definition phase is critical for project success. Frequency of sponsor-team interactions will vary according to the software process model being used, and is jointly scheduled by the sponsor and team.
Course instructors are to be CC’d on all team contact.
Sponsors can choose to allow students to retain the IP from their work, or to retain all IP generated for the project,
Unless a project agreement is created based on a contract managed by the University’s Office of Contracts and Grants, all Intellectual Property (IP) rights resulting from the supported senior design project remain with the inventor(s), i.e. the students. All materials, software packages, etc. purchased to support the project will remain the property of the CS Department for possible future use in another project or class.
Participation in the course requires a financial commitment from most sponsors. University of Colorado Community non-profit organizations, and small businesses may apply to the Director of Senior Projects for a donation reduction or exemption.
Option 1: A $7,000 philanthropic donation made payable to the University of Colorado Foundation, to provide support to the University of Colorado Boulder Department of Computer Science Senior Projects. This donation supports the Senior Projects class infrastructure and associated costs (instruction costs , software, computer labs, materials, supplies, disposables, posters, etc.)
Option 2: A $15,000 fee is charged if your organization wishes to retain project related IP. In this case a contract will be created through the University of Colorado Office of Contracts and Grants. Students assigned to these projects will be aware of the requirement to sign over all intellectual property rights to the sponsor.
With the help of course instructors, sponsors scope a project appropriate for either master’s or undergraduate students and identify a technical lead who can interact with the team. In early September, projects are shared with students, who select their preferences. Instruction staff match students with projects according to preferences and skillsets required by the project.
In the first semester, approximately half of students’ time will be spent on coursework where they study requirements elicitation and analysis, software process models, systems engineering, software configuration management, risk management, team work, software documentation, IP law, and ethics. The remainder of the students’ time is focused on scoping and architecting a design approach to their team project.By the end of the first semester, students and sponsors will come to a written agreement as to the scope of the project and requirements for successful project completion.
Teams continue their work through the spring semester, building, testing, and iterating on their design. At the end of the spring semester, students will present at our College of Engineering Expo, attended by thousands of students, faculty, and sponsors.
Teams give six presentations to the class at various points throughout the year and are subject to three reviews by the Project Review Board. Sponsors are welcome to attend any, or all, of these meetings.
Meet with the team.
Meet with the Capstone team as needed to understand sponsorship expectations, discuss project scope, and receive proposal paperwork.
Prospective sponsors must submit a Notice of Intent (NOI) to propose a project before July 1 for projects starting in the fall of that year. Proposing a project does not mean automatic acceptance by the CS department.
The sponsor should complete the Project Description template with an overview of the project, needed skills, and desired outcomes. This description will be shared with the students of the course for the project matching process.
A project fair is held, usually the first week of September. Sponsors are expected to participate in the Project Fair. This is a networking event designed for students and sponsors to meet and discuss the sponsors' project proposals.
Mid-September: Project Kickoff
Once the teams have been formed, the student team will meet with the corresponding project sponsor in order to gain a deeper understanding of the project, sponsor goals, and confirm that the project, sponsor, and team are a good match. The first task for all teams is to refine their understanding of the project, and the goals of their sponsor, to perform an initial risk evaluation, and identify the best software process model to use as a frame for developing the software.
With these in place, teams will proceed to identify tools and technologies appropriate for the project and work with the sponsor to identify materials that constitute a complete project as appropriate for that specific project and according to the process model being used.
Teams design their solution, assign individual roles, and plan their project milestones for the remainder of the cycle. With the guidance of the sponsor, teams present their project design and may begin building. Sponsors are asked to submit feedback to instructional staff that contributes to student grades.
Teams work throughout the spring term to build the design that was prepared during the fall term. Pivots or redesigns may occur with the guidance and permission of the sponsor technical lead. Students document their work, test for efficacy, and make recommendations for further work.
Teams present their project to the public in the form of a poster/demo presentation during the Computer Science Expo at the end of April. Sponsors are strongly encouraged to attend the Expo.
Sponsors are required to complete a team evaluation at the end of the spring semester. The end of semester evaluation forms will be used as the basis for the students’ course grades, and will be adjusted by the instructors according to peer evaluations and instructor observations to produce individual project grades.
Considering sponsoring a capstone project? Get in touch with us!
We can help you decide if a sponsorship is right for you and guide you through the process.
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https://www.nist.gov/blogs/blogrige/baldrige-executive-fellows-capstone-projects-and-a3-problem-solving-tool
The Official Baldrige Blog
The Baldrige Executive Fellows are an annual cohort of executives learning about leading their organizations using the Baldrige Excellence Framework® as a guide. As part of the collaborative experience, each executive fellow undertakes a capstone project of strategic significance to their organization. For more than a decade, the fellows have used the A3 problem-solving tool to guide their capstone project definition, planning, and execution. It has proven to be an extremely valuable tool. It is worth considering by all organizations with problems to solve.
The A3 tool was first introduced to the fellows by Pattie Skriba, former VP of business excellence for Advocate Good Samaritan Hospital, with more recent instruction provided by Nick Lavieri, assistant VP in the Lean Transformation Office of WellStar Health System, and his colleagues . I will describe the tool and discuss how it helps avoid some frequent pitfalls in problem-solving.
The tool used by the fellows is a 9-box problem-solving tool. This blog contains a brief overview of each box.
Box 1 contains the problem statement. What problem are you trying to solve, and why is it important? A common pitfall is a problem statement that proposes a solution before the root cause of the problem is understood.
An example of a problem statement with this pitfall: First-line managers need to better coach their employees to improve employee engagement . The actual problem statement might be this: Employee engagement scores are low; raising engagement might address our high turnover rate. The latter statement allows exploration of ways to improve engagement. It does not assume that the answer is to have more effective coaching.
Box 2 defines the current state. What are the symptoms of the current problem? What measures indicate your current poor performance? Are there trend data indicating declining performance? Are there relevant comparisons that indicate your poor performance relative to competitors or benchmarks? If the problem is an ineffective or inefficient process, you could include a current process map.
Box 3 identifies your desired future state. What will success look like in qualitative and quantitative terms? How will your organization perform when the problem is solved? What will performance metrics look like when the problem is satisfactorily resolved? Will the measures you identified in box 2 have results that are 100% better than now, for example?
Box 4 contains your root cause or gap analysis. What are the possible causes for the gap between boxes 2 and 3? What are the potential root causes of the problem you identified in box 1? Helpful tools for performing this analysis might be the five whys, fishbone diagrams, or Pareto charts. Remember that there may be more than one root cause that needs addressing or one root cause that should be a focus for your improvement.
Box 5 contains potential solutions to test. Box 5 is about hypotheses. Identify potential solutions for each root cause. Several root causes may have the same potential solution. Some solutions may yield much greater improvement than others. Some solutions may need to be executed in parallel to gain the benefit desired.
Box 6 contains rapid experiments. Plan an experiment for each proposed solution. Design experiments with measurable results to see if they are positive predictors of achieving your desired (Box 3) state. Learn from your experiments and conduct additional rapid experiments, if needed. If none of your experiments yield positive results, return to boxes 5 and 6 to seek additional root causes or potential solutions. Communicate and share the results of your experiments with those who will benefit from solving the problem.
Box 7 is your completion plan to solve the problem. It is based on the positive experimental outcomes from box 6. Include an action plan with a timeline indicating: what will be done, who will be responsible and involved, how progress will be measured, and completion dates for each action. Your completion plan should include a communication plan and a plan for sustaining the outcome.
The most common pitfall is jumping from box 1 to box 7. We are always eager to solve problems, and the temptation is great to skip boxes 2–5, thinking we know the answer. This could lead to a lot of wasted effort and resources, and result in great disappointment.
Box 8 is about confirmation of achieving the desired outcome/state. It summarizes what you have accomplished: metrics for the initial state, the target state, the actual result, and multiple confirmations of sustaining the performance (e.g., 30-, 60-, and 90-day results measures). If results are not sustained, you will need to re-examine earlier boxes.
Box 9 contains insights and lessons learned. What went well? What might you do differently next time you use the A3 tool? What impact has the outcome had on key internal and external stakeholders? What have you learned about change and resistance to change?
If you are asking why you should use the A3 tool, let me give you a real-life example. A hotel was experiencing customer complaints due to cold and late delivery of room-service food. The average delivery time was measured (current state). The desired delivery time after food preparation was known (desired state), and the temptation was to explore the food preparation and delivery process and fix it (jumping to box 7). By using the five whys (box 4), the real problem was identified, solutions were tested, and the problem was solved. The root cause was a shortage of bed linens. Let's look at the five whys: Why was food late and cold? Because delivery staff were waiting long times for an elevator. Why were they waiting long times for an elevator? Because the elevators were being locked on the floor with the laundry. Why were they being locked on the floor with the laundry? So linens could be delivered to rooms with guests waiting to check in as rapidly as possible. Why were guests waiting to check in? Because there was an insufficient supply of linens; they had to be washed, pressed, and immediately returned to guest rooms. The solution to late and cold food? Buy additional linens!
What are your organization’s vexing problems? What are the real solutions to those problems?
The Baldrige Executive Fellows Program is a hands-on leadership development program that will propel your organization to higher levels of performance. Learn from a cohort of senior decision makers and Baldrige Award recipients and emerge with a broader perspective on how to achieve performance excellence for your organization, stimulate innovation, and build the knowledge and capabilities necessary for organizational sustainability.
What Executive Fellows Are Saying | Learn More Today
I am Harry Hertz, the Baldrige Cheermudgeon, and Director Emeritus of the Baldrige Program. I joined the Program in 1992 after a decade in management in the analytical chemistry and chemical sciences laboratories at the National Institute of Standards and Technology (NIST), the home of the Baldrige Program. I started my career at NIST (NBS) as a bench analytical chemist.
My favorite aspects of the Baldrige Program are: (1) the opportunity to interact with leading thinkers from all sectors of the U.S. economy who serve as volunteers in the Baldrige Program, who participate in the Baldrige Executive Fellows Program, and who represent Award applicants at the forefront of the continuous journey to performance excellence, and (2) the intellectual challenge of synthesizing ideas from leading thinkers and from personal research into Insights on the Road to Performance Excellence and other blogs that tackle challenges at the “leading edge of validated leadership and performance practice,” and contribute to the continuous revision of the Baldrige Performance Excellence Framework.
Outside of work I spend my time with family (including three beautiful granddaughters), exercising, baking bread, traveling, educating tomorrow’s leaders, and participating on various boards and board committees.
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It’s no secret that the need for data experts is growing due to the exponential amount of data being generated every day. One of the best ways to gain the in-demand skills to be able to harness, analyze, and create value from data is pursuing a master’s degree. This ranking was last updated February 2024.
Data science is one of the fastest growing fields—job openings are expected to grow by 35% by 2023, according to the U.S. Bureau of Labor Statistics . And students graduating with a master’s in data science often land six figure salaries. The reason it’s a fast growing field, with high paying jobs, is because companies across all industries want data-savvy professionals in this era of digitization. Data provides companies and organizations with the resources they need to make better decisions—and in turn, they need professionals with data science skills who know how to understand and analyze data.
The GPA you’ll need to get accepted into a master’s program for data science varies by school. For all of the programs ranked by Fortune for 2024, the average undergraduate GPA for enrollees was 3.27. Students at Harvard and New York University had the highest GPA, with 3.87 and 3.75, respectively. Marquette University enrollees had the lowest reported GPA—at 3.01.
Master’s degree programs in data science can be offered in person, online or in a hybrid format—and that might be the difference in what the “best program” for you means. Fortune ranks the top five in-person programs for 2024 as: Harvard University, the University of North Texas, New York University, University of Michigan—Ann Arbor, and Carnegie Mellon University. Additionally, our ranking of the top five online programs in 2023 include: University of Southern California, UC—Berkeley, Bay Path University, New Jersey Institute of Technology, and Clemson University.
On average, it takes about one-and-a-half to two years to complete a master’s degree program in data science—with most programs requiring roughly anywhere from 25 to 60 credits to graduate. So it does depend on each individual program and whether you choose to be a full-time or part-time student. That said, thanks to a boost in salary and expanded career options, many students find it worthwhile to obtain a master’s degree in data science—and Gen Z considers the role of data scientist to be one of the most satisfying occupations .
A master’s degree in data science will teach you how to understand and analyze data. But because it’s a recently defined career path, how it’s applied can vary significantly. As Maurizio Porfiri, a New York University professor, told Fortune: “It’s a weird thing because it’s very vague. I discovered after a while that I had become a data scientist : people just started to refer to me as such.” But sometimes the first step to finding your place in the world of data science is picking a specialization—what type of problem you want to solve by using data. And a master’s degree can either help you find that specialization, or if you’ve already got the answer, will teach you the skills to pursue it.
Fortune compiled a list of seven universities that offer free online data science courses , which offers prospective students an opportunity to learn more about this field. Each university—Harvard University, the University of Michigan, UC Irvine, John Hopkins University, Columbia University, MIT, and Duke University—offers a different course, from linear regression to data science ethics to data science in real life. However, the common goal of these free courses is to give people an inside look into the field.
In 2022, data scientists earned median salaries of $103,500, according to the U.S. Bureau of Labor Statistics . But a degree from a top program might mean even more money; New York University’s (ranked third on Fortune’s best in-person data science programs) 2022-23 graduates with a master’s in data science earned an average salary of $143,000 four months after graduation, according to data provided by the university.
Ap african american studies policy.
Generative AI tools must be used ethically, responsibly, and intentionally to support student learning, not to bypass it. Accordingly, the AP African American Studies Individual Student Project must be the student’s own work. While students are permitted to use generative AI tools consistent with this policy, their use is optional and not mandatory.
Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches for sources of information, confirming their understanding of a complex text, or checking their writing for grammar and tone. However, students must read primary and secondary sources directly, perform their own analysis and synthesis of evidence, and make their own choices on how to communicate effectively in their presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate diverse perspectives when working on the project.
The use of artificial intelligence tools by AP Art and Design students is categorically prohibited at any stage of the creative process.
Generative AI tools must be used ethically, responsibly, and intentionally to support student learning, not to bypass it. Accordingly, all performance tasks submitted in AP Seminar and AP Research must be the student’s own work. While students are permitted to use generative AI tools consistent with this policy, their use is optional and not mandatory.
Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches for sources of information, confirming their understanding of a complex text, or checking their writing for grammar and tone. However, students must read primary and secondary sources directly, perform their own analysis and synthesis of evidence, and make their own choices on how to communicate effectively both in their writing and presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate diverse perspectives when working on the performance tasks. Students must complete interim “checkpoints” with their teacher to demonstrate genuine engagement with the tasks.
Required Checkpoints and Attestations for AP Capstone
To ensure students are not using generative AI to bypass work, students must complete interim checkpoints with their teacher to demonstrate genuine engagement with the tasks. AP Seminar and AP Research students will need to complete the relevant checkpoints successfully to receive a score for their performance tasks. Teachers must attest, to the best of their knowledge, that students completed the checkpoints authentically. Failure to complete the checkpoints will result in a score of 0 on the associated task.
In AP Seminar, teachers assess the authenticity of student work based on checkpoints that take the form of short conversations with students during which students make their thinking and decision-making visible (similar to an oral defense). These checkpoints should occur during the sources and research phase (IRR and IWA), and argument outline phase (IWA only). A final validation checkpoint (IRR and IWA) requires teachers to confirm the student’s final submission is, to the best of their knowledge, authentic student work.
In AP Research, students must complete checkpoints in the form of in-progress meetings and work in the Process and Reflection Portfolio (PREP). No further checkpoints will be required.
College Board reserves the right to investigate submissions where there is evidence of the inappropriate use of generative AI as an academic integrity violation and request from students copies of their interim work for review.
Please see the AP Seminar and AP Research course and exam descriptions (CEDs) for the current policy on AI and other tools along with guidance on administering mandatory checkpoints.
AP Computer Science Principles students are permitted to utilize generative AI tools as supplementary resources for understanding coding principles, assisting in code development, and debugging. This responsible use aligns with current guidelines for peer collaboration on developing code.
Students should be aware that generative AI tools can produce incomplete code, code that creates or introduces biases, code with errors, inefficiencies in how the code executes, or code complexities that make it difficult to understand and therefore explain the code. It is the student’s responsibility to review and understand any code co-written with AI tools, ensuring its functionality. Additionally, students must be prepared to explain their code in detail, as required on the end-of-course exam.
The Ohio State University
In its inaugural year, the Ohio State University Battery Workforce Challenge team finished in second place in year one of the Battery Workforce Challenge (BWC) competition.
Sponsored by the U.S. Department of Energy, Argonne National Laboratory, and Stellantis, the BWC is a three-year collegiate engineering competition that challenges North American universities, and their community college partners to design, build, test and integrate an advanced EV battery pack into a Ram ProMaster electric van.
Year one of the competition was held in early May in Chicago, IL, and focused on the design of the EV battery pack. The teams’ focus spanned from the granular level of cell characterization and testing to the broader scope of pack-level design, including thermal, mechanical and electrical considerations, while upholding stringent safety standards. During the weeklong competition, the teams gave technical and business presentations, created a booth display, and showcased their plans for the interior of their competition vehicle which is a modular, mobile automotive service platform that can be used for specialized EV maintenance, general automotive service, emergency roadside assistance, and most importantly as a rolling training platform.
The team worked diligently all year and had countless late nights leading up to the competition. Team Lead David DeLisle says, “It was up to the very last minute on the very last day before competition that we were able to complete all our key objectives.... Everybody was jumping in and helping, and it really showed our team spirit and team ambition.”
The team is comprised of both Columbus State Community College (CSCC) and Ohio State students, including electrical and computer engineering majors David DeLisle, Jonah Mikesell, Richard Henion, and Anusheel Goswami. “CSCC and Ohio State have worked together on so many aspects of the competition,” says DeLisle. They are truly the other half of the team. They have been fantastic to work with!”
The Buckeyes also were recognized for outstanding performance across various events throughout the competition, taking home an impressive six awards overall.
The CSCC advisors, Steve Levin and Ian Andrews, received the Outstanding Vocational Instructor award for their exceptional dedication to establishing the team and supporting students, a commitment reflected in the team’s collaborative success.
“As team faculty advisor, I am very proud of our Buckeye team and their progress,” says faculty advisor Matilde D’Arpino, professor in electrical and computer engineering. “In August, the team was founded with just one member and now it includes 21 student members, of which four are Ohio State engineering graduate students and five are members from Columbus State Community College. The team did amazing work and brought home the most awards of all teams.”
As for next year, DeLisle says, “We still have a lot of key areas to iron out going forward. But for this year, it was great to see validation in all the work that we did.”
You can learn more about the team and Battery Workforce Challenge on the BWC website .
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The capstone project is the highest point of a student's college experience. It shows they are truly ready to start working as professional computer scientists. Recommended Readings: "Top 59+ Amazing Poster Board Project Ideas - Inspiration & Creativity" 111+ Amazing Capstone Project Ideas in Computer Science
4. Professional Development. Completing a capstone project can boost a student's confidence and competence. It provides tangible evidence of their abilities, which can be showcased to potential employers or used as a portfolio piece. 5. Real-World Application. The practical value gained through capstone projects is significant.
2021 Capstone Projects. To wrap up their undergraduate experience at CU Boulder, computer science students participate in a year-long senior capstone project that gives them a chance to put their skills into practice on real-world projects, as well as to make important professional connections. Software design projects are sponsored by ...
A computer science capstone project is an assignment that represents the ultimate academic and intellectual experience for students in their final year of high school or those completing their academic program. It is very important to choose the right topic since you will have to apply the knowledge gained during several years of study to some ...
Enhance Employability. A good capstone project makes a student's resume stand out. It shows they can tackle complex projects and see them through. In short, capstone projects are a vital part of a computer science education, helping students apply theory, develop essential skills, and impress future employers.
A computer science capstone project serves as the culmination of a student's academic journey, requiring the application of theoretical knowledge to real-world challenges. Typically undertaken in the final year, these projects demand innovation, problem-solving, and collaboration. Students choose projects aligned with their interests, often ...
To associate your repository with the capstone-project topic, visit your repo's landing page and select "manage topics." GitHub is where people build software. More than 100 million people use GitHub to discover, fork, and contribute to over 420 million projects.
The Data Science Capstone focuses on the complete end-to-end process of data analysis performed with code: the iterative, and often exploratory, steps that analysts go through to turn data into results. ... Description: This capstone will build projects utilizing computer audio and video techniques for human interfacing, sound and video ...
A capstone is an end-of-program applied research project where students will spend twenty hours per week, for fifteen weeks, investigating a research problem alongside an industry stakeholder. Most research capstone projects are related to machine learning, computer vision, networking, HCI, cloud computing, AI, NLP, speech recognition, or ...
A team of two to eight students focused on a sponsor-defined project over one or two semesters. Faculty supervision, and mid-term and final presentations. Capstones often deliver a publication-quality report and a conference-style presentation. Many of the teams publish their results in top-tier conferences and workshops.
Database Projects: Online Library System: Design a database system for managing library resources. Inventory Management: Create a database for tracking product inventory in a store. Student Information System: Develop a system for managing student records and grades.
Computer Science Capstone Projects. This page provides a summary of past projects that have been completed as part of the Computer Science capstone at SLU. ... In this capstone project, we will implement a scalable genome assembler using Apache Spark on Cloud. Apache Spark is a cutting edge open-source cluster computing framework for large ...
Academically, "capstone" is a fitting metaphor, as a capstone project serves as a culminating, crowning illustration of your scholarly work. The capstone. Capstone Project Ideas - We offer 150 of the best capstone project topics in a variety of fields for students in 2024. ... Computer Science Capstone Project Ideas. 1) In what ways does ...
Capstone Projects Showcase 2022. This year the students in the Senior Capstone course developed 40 apps. There were. 12 web applications using technologies such as Django, node, express, Angular, react, Vue, firebase, AWS. 21 Android or iOS mobile apps using technologies such as Android Studio, Flutter, React Native Android, XCode, Firebase.
Computer Science Capstone Projects. Capstone Projects. 2022. AEquitas (2022) Students: Coco Chen, Duncan Shober-Fernback, Arthur Lewis, Andrew Viera ... Autonomous Robot Cars Capstone (2021) Students: Dante Biase, Graham Wandless, Sam Schwartz, Brian Zhu Advisor: Dr. Corey Montella.
It was a 1 year project and digital circuits was also an entire semester in and of itself. A capstone project is really just a theoretical project for a company. But it can help you get a job after college if you put some work into it. You mentioned you are learning Python and you enjoy front end development.
2020 Capstone Projects. To wrap up their undergraduate experience at CU Boulder, computer science students participate in a year-long senior capstone project that gives them a chance to put their skills into practice on real-world projects, as well as to make important professional connections. Software design projects are sponsored by ...
Capstone Senior Projects Computer Science. Tennessee Tech does not condone and will not tolerate discrimination against any individual on the basis of race, religion, color, creed, sex, age, national origin, genetic information, disability, veteran status, and any other basis protected by federal and state civil rights law.
Capstone projects begin in August and January. At the beginning of the semester, potential sponsors pitch projects. Students form teams of 3 to 5 members and begin the software development process. Guided by faculty, industry, and non-profit sponsors, students work on their capstone project 10-15 hours a week for 15 weeks.
Recent Capstone Design Projects. See Texas A&M University computer science and engineering students' capstone projects. Seniors work on the projects throughout the year. Computer Science & Engineering Capstone - Two Sigma. Copy link. Watch on.
UCSB Computer Science Computer Science Capstone: Project Design and Development 2-Quarter Sequence: Fall/Winter Quarters. The capstone course sequence presents an opportunity to develop innovative solutions to real industry problems. You won't find answers to these problems in a textbook, on a message board, or in off-the-shelf software package ...
Founded by the Institute for Applied Computational Science (IACS)'s Scientific Program Director, Pavlos Protopapas, the Capstone Research course is a group-based research experience where students work directly with a partner from industry, government, academia, or an NGO to solve a real-world data science/ computation problem. Students will create a solution in the form of a software package ...
To see Capstone projects, please visit this College of Engineering Senior Design Capstone page. Capstone Highlight: CirclesU. 2022-2023 Team: Diego Solis, Tyler Schnitzer, Eduardo Mendoza, Luan (Andy) Le ... Computer Science and Engineering. UNT Discovery Park 1155 Union Circle #311366 Denton, Texas 76203-5017 Visitor Information. Call us ...
Exploratory or proof-of-concept projects can be quite successful as capstone projects. Projects that are in the customer's critical path cannot be accepted as capstone projects unless the customer takes full responsibility for the outcome. "Good-to-have" results and "test-of-concept" studies are more likely to be suitable.
Data science and computational science and engineering master's students at the Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS) take "AC297R: Computational Science and Engineering Capstone Project." Taught by Weiwei Pan, Assistant Director for Graduate Studies in Data Science, the course groups students together for semester-long research projects in which they ...
For more than a decade, the fellows have used the A3 problem-solving tool to guide their capstone project definition, planning, and execution. It has proven to be an extremely valuable tool. It is worth considering by all organizations with problems to solve. The A3 tool was first introduced to the fellows by Pattie Skriba, former VP of ...
The Department of Engineering at Texas A&M University-Corpus Christi held its spring 2024 senior capstone presentations on May 3. Six teams presented their projects to 30 judges from companies such as Kiewit Offshore Services, Nyati Engineering, Los Alamos National Laboratory, Lockheed Martin, and American Electric Power (AEP).
The top schools on Fortune's 2024 ranking of best master's in data science programs are: 1. Harvard, 2. University of North Texas, 3. New York University.
AP Seminar and AP Research students will need to complete the relevant checkpoints successfully to receive a score for their performance tasks. Teachers must attest, to the best of their knowledge, that students completed the checkpoints authentically. Failure to complete the checkpoints will result in a score of 0 on the associated task.
Posted: June 10, 2024. Team at the 1920s-themed awards banquet. In its inaugural year, the Ohio State University Battery Workforce Challenge team finished in second place in year one of the Battery Workforce Challenge (BWC) competition. Sponsored by the U.S. Department of Energy, Argonne National Laboratory, and Stellantis, the BWC is a three ...