capstone project carleton

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• Capstone Project Stage 1

Gigi Richard, Colorado Mesa University

This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are

For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html .

• First Publication: January 11, 2018
• Reviewed: March 3, 2023 -- Reviewed by the On the Cutting Edge Activity Review Process

The goal of the Future Food Scenarios capstone project is for the students to investigate the food systems in a particular region in depth, and in particular to identify the current situation, determine the projected temperature increase and population growth, and propose strategies to make the regional food system more resilient. The capstone project is broken into five stages, each administered after the completion of three course modules.

Stage 1 of the capstone project is completed following Modules 1, 2 and 3, and requires that students begin to explore their capstone regions in the context of the material covered in the first three modules of the course. Students explore their regions in Google Maps/Earth and make observations about the physical and human environment of their region from the satellite images. Students also explore the history of the regional food system and discuss diet and nutrition in their capstone region. The goal is for students to begin collecting data and information that will be used in their final capstone project presentation.

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Activity Classification and Connections to Related Resources Collapse

Grade level.

Learning Goals

• Describe and assess the soil, biological, and water resources and climatic conditions that support food production systems.
• Analyze how human food systems significantly alter Earth's ecosystems, specifically the biological, soil and water resources.
• Evaluate the resilience of food production systems in the context of future climate, human population growth, and socio-economic factors.

Context for Use

The semester-long Future Food Scenarios capstone project assignment is broken down into five stages that allow students to develop their assessment of the current status of a regional food system gradually as they progress through the course material. At the end of every third module, students complete an assignment (or stage) designed to help them gather and organize the information they will need to assess the future food scenarios. Each stage has an associated worksheet, which includes a table containing questions and suggestions for where to go gather information or data.

In a traditional in-person or hybrid course, the instructor may use from one to two class periods for each stage. The capstone project can be conducted as a small group or individual project.

The capstone project is used in lieu of a final exam for assessing students' achievement of the course-level goals. Throughout the semester, students gather information and data which ultimately is presented in a website, blog or in-class presentation. The format of the final product is dependent on the instructor. Suggestions for web-based platforms are provided.

Description and Teaching Materials

Capstone overview.

The semester-long capstone project requires that students assess the current status of the food systems in an assigned region, and consider the food systems in their assigned region for the future scenarios of human population growth and increased temperatures.

• Capstone Project Overview - Student Materials

Students should select a region from a list of pre-approved regions, or can be assigned a region by the instructor. A list of suggested regions is provided: Capstone Project Regions (Microsoft Word 2007 (.docx) 14kB Nov16 16) . This document can be used to allow students to vote on their desired region. The regions included in the list have been selected based on the diversity of climate, topography, crops and agricultural setting, and on the expertise of the course developers. Instructors may choose to assign local regions.

A rubric is included for assessment of each capstone stage.

The final product created by students is a web page about their food region. You can choose which format is preferable given your experiences with different media. The worksheets provided for each stage can be used in any of these scenarios. Some possibilities include:

• WordPress.com has a free version. Each student has to create an account and a site. Or you could create a website and give students the ability to author different pages. The free version creates a site with the .wordpress.com domain name ( WordPress.com ).
• Edublogs.org is a great site for creating a class blog. With an inexpensive one-year subscription (<$40/year), you can take advantage of their full class management tools. Using these tools, the instructor can either create a blog page for each student, or let the students create their own when they set up their account ( edublogs.org ).
• Wikidot.com – not designed for education, but there is a free option. Each student could create their own page. The free option does have ads. ( wikidot.com )
• Pbworks.com – their EDUHub platform has a free option with classroom management. For about $100 per year, you get more storage space. Within the class wiki page, you can create workspaces for each student. ( pbworks EDUHub )

Capstone Stage One

• Capstone Project Stage 1 - Student Materials

Teaching Notes and Tips

What works best?

• It's critical for students to work on their capstone project throughout the semester to avoid being overwhelmed at the end of the semester. Working in groups is a viable option for in-person and hybrid courses, while individual projects may be best for online courses. The worksheets provided for each stage can be used in any of these situations.
• For in-person and hybrid courses, instructors may elect to have students perform presentations of their projects at the end of the semester instead of developing a website. For online courses, the web-based assignment provides the opportunity for comments and online discussion through the semester. The worksheets provided for each stage can be used in any of these formats.
• Instructors may choose to have students begin developing their website or blog at the beginning of the course, or wait until the end when they can synthesize and migrate the data they've collected into an online format.

What students found difficult

• The international regions posed greater challenges to the students for data and information gathering and will likely require greater support from the instructor.

Reflections

• Allowing students to select food regions that they are excited about helps to maintain interest in the project through the semester.

A rubric for assessment of Capstone Stage 1 is included on the Capstone Project Stage 1 - Student Materials

References and Resources

« Previous Page       Next Page »

• Course Overview
• Module 1: Introduction
• Module 2: History of Food Systems
• Module 3: Diet and Nutrition
• Student Materials

Teaching Themes

Already used some of these materials in a course? Let us know and join the discussion »

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4th year Engineering Capstone Project: Anyone found the motivation to work on their capstone projects over the winter break?

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Digital Arts and Humanities

Digital Arts and Humanities places students at the crossroads of computing, humanities, and creative production. As one might think, this evolving field applies technology to the humanities. But it also questions the use of technology with traditional humanistic means. Students in the minor collaborate across disciplines to experiment with digital creation and interpretation. In this process they develop a nuanced understanding of digital fluency in the twenty-first century, and why it matters.

About Digital Arts and Humanities

The Digital Arts and Humanities (DGAH) interdisciplinary minor provides students with a framework for studying, understanding, and actively participating in the integration of new digital methods, arts & humanities academic research and creative production. The evolving field of Digital Humanities uses digital tools and computational methods to enhance arts and humanities research and production, while also using traditional humanistic approaches to interrogate the impact of digital technologies. Bridging traditional divides between the humanities, arts, and computational sciences, the minor in Digital Arts and Humanities emphasizes multidisciplinary collaboration and experimentation while encouraging students to both practice and critically reflect on digital creation and interpretation. Students in the DGAH minor will learn to critically evaluate and creatively employ digital media, engage with emergent research questions related to digital culture and practices, and develop the skills that constitute digital fluency in the twenty-first century.

Learning Goals : Students who pursue a DGAH minor will:

• Demonstrate proficiency in several disparate digital arts and humanities competencies (e.g., digital communication; data management, analysis and presentation; critical making, design and development)
• Learn to reflect critically on the intersection between digital media and methodologies and non-digital materials and texts
• Demonstrate an understanding of the social, cultural, political and ethical implications of digital technologies, scholarship, and artistic production
• Gain hands-on experience with collaborative, creative, and interdisciplinary digital projects and demonstrate an ability to work both individually and in group settings

Requirements for the Digital Arts and Humanities Minor

Students must complete at least 44 credits to complete the minor, including an introductory theory and methods course (6 credits) and capstone Digital Arts and Humanities ePortfolio seminar (2 credits).

The remaining 36 credits are drawn from a range of courses that foster digital skills, critical reflection on digital scholarship, and collaborative practices transferable across disciplines. At least 6 credits must be taken from each category (B, C, and D), and at least 12 credits must be at the 200 level or above. Students are strongly encouraged to explore different disciplines and the connections among them in the course of their study; at least three subjects (e.g., ARCN, CAMS, STAT,…) must be represented (for at least six elective credits each) and at least 12 elective credits must come from courses designated Arts Practice, Humanistic Inquiry or Literary/Artistic Analysis. No more than 18 elective credits may come from any one department and no more than 18 credits may count toward both the student’s major and the DGAH minor.

A. Core Courses (6 credits)

The core courses introduce students to a broad range of digital methodologies and promote critical reflection on their digital project work in a collaborative setting.

• DGAH 110 Hacking the Humanities (6 credits) Offered annually, this course features a general introduction to the methods and implications of digital scholarship, as well as hands-on collaborative project work.
• ENGL 285 Textual Technologies from Parchment to Pixel (6 credits) Offered annually, this course introduces students to the history and the future of the book, including theories of and hands-on practice with writing, manuscripts, books, printing, and digital media.

B. Skill Building in Digital Media and Methodologies (at least 6 credits)

These courses teach fundamental skills of digital production or analysis including hardware, software, and methods that are widely transferable across the arts and humanities.

• ARCN 246 : Archaeological Methods & Lab
• ARCN 251 : Greece at a Crossroads: History, Landscape, and Material Culture Program: Digital Archaeology and Virtual Reality
• ARTS 141 : Experimental Photography · not offered in 2023-24
• ARTS 240 : Introduction to Film and Digital Photography · not offered in 2023-24
• CAMS 111 : Digital Foundations
• CS 111 : Introduction to Computer Science
• DGAH 210 : Spatial Humanities
• ENTS 120 : Introduction to Geospatial Analysis & Lab
• HIST 200 : Historians for Hire
• MATH 120 : Calculus 2
• MATH 215 : Introduction to Statistics · not offered in 2023-24
• MATH 285 : Introduction to Data Science · not offered in 2023-24
• MUSC 108 : Introduction to Music Technology
• STAT 120 : Introduction to Statistics
• STAT 220 : Introduction to Data Science
• STAT 250 : Introduction to Statistical Inference
• CS 201 can count for students that have placed out of CS 111
• PSYC 200 /201 or SOAN 239 can count for STAT 120  

C. Critical and Ethical Reflection on Digital Scholarship (at least 6 credits)

Courses that directly engage with the implications of digital technologies and teach students to be critical consumers and producers of digital media.

• AMST 222 : Indigenous Film · not offered in 2023-24
• ARTH 246 : What Has Been Happening in Modern Architectural Design? · not offered in 2023-24
• ARTS 140 : The Digital Landscape · not offered in 2023-24
• ARTS 244 : Alternative Processes · not offered in 2023-24
• ARTS 339 : Advanced Photography
• CAMS 187 : Cult Television and Fan Cultures · not offered in 2023-24
• CAMS 214 : Film History III
• CAMS 228 : Avant-Garde and Experimental Cinema
• CAMS 246 : Documentary Studies · not offered in 2023-24
• CAMS 252 : Media Archaeology: History and Theory of New Media
• CAMS 254 : Cinematic Spectacle
• CAMS 257 : Video Games and Identity · not offered in 2023-24
• CAMS 330 : Cinema Studies Seminar · not offered in 2023-24
• CAMS 340 : Television Studies Seminar
• CCST 233 : The Art of Translation in the Age of the Machine
• CCST 245 : Meaning and Power: Introduction to Analytical Approaches in the Humanities
• CHIN 239 : Digital China: Media, Culture, and Society
• CHIN 240 : Chinese Cinema in Translation · not offered in 2023-24
• CHIN 250 : Chinese Popular Culture in Translation · not offered in 2023-24
• CS 314 : Data Visualization
• CS 344 : Human-Computer Interaction
• ENGL 362 : Narrative Theory · not offered in 2023-24
• ENGL 395 : Narrative
• LCST 245 : Meaning and Power: Introduction to Analytical Approaches in the Humanities · not offered in 2023-24
• MUSC 208 : Computer Music and Sound · not offered in 2023-24
• MUSC 313 : Video Game Music: History, Interpretation, Practice · not offered in 2023-24
• POSC 214 : Visual Representations of Political Thought and Action · not offered in 2023-24
• POSC 217 : Monuments, Museums & Meaning: How Politics Shapes Memory in Artifacts · not offered in 2023-24
• SPAN 209 : Radio and News in Spanish · not offered in 2023-24
• SPAN 244 : Spain Today: Recent Changes through Narrative and Film
• SPAN 345 : Culture, Capitalism and the Commons · not offered in 2023-24
• THEA 320 : Live Performance and Digital Media

D. Cross-disciplinary Collaboration in Digital Projects (at least 6 credits)

Courses that emphasize hands-on, experiential learning by creating digital projects that cross traditional disciplinary boundaries or engage authentically with community partners and public audiences.

• ARCN 211 : Coercion and Exploitation: Material Histories of Labor · not offered in 2023-24
• ARCN 222 : Experimental Archaeology and Experiential History
• ARTS 252 : Metalsmithing: Ancient Techniques, New Technologies
• CS 232 : Art, Interactivity, and Microcontrollers
• CS 318 : Computational Media · not offered in 2023-24
• DGAH 264 : Visualizing the Ancient City
• ENGL 265 : News Stories
• HIST 206 : Rome Program: The Eternal City in Time: Structure, Change, and Identity · not offered in 2023-24
• HIST 210 : The Boston Massacre in 3D: Mapping, Modeling and Serious Gaming · not offered in 2023-24
• HIST 231 : Mapping the World Before Mercator · not offered in 2023-24
• HIST 238 : The Viking World
• HIST 245 : Ireland: Land, Conflict and Memory · not offered in 2023-24
• HIST 246 : Making Early Medieval England · not offered in 2023-24
• HIST 272 : The Mexican Revolution: History, Myth and Art · not offered in 2023-24
• HIST 335 : Finding Ireland’s Past
• HIST 338 : Digital History, Public Heritage & Deep Mapping · not offered in 2023-24
• MUSC 221 : Electronic Music Composition
• RELG 243 : Native American Religious Freedom · not offered in 2023-24
• RELG 289 : Global Religions in Minnesota
• SOAN 314 : Contemporary Issues in Critical Criminology · not offered in 2023-24
• THEA 234 : Lighting Design for the Performing Arts · not offered in 2023-24

E. Senior Capstone Experience (2 credits)

• DGAH 398 Digital Arts & Humanities Portfolio: A Capstone Seminar (2 credits) In this advanced capstone seminar, seniors will create an instructor-guided ePortfolio that curates and critically reflects on the digital experiences in, and products of, courses taken for the minor. If appropriate, this may also highlight digital components of a comps project.

Students may count–with prior approval of both the course instructor and the minor coordinators–other advanced courses (200 or 300 level) in which the minor makes significant use of digital technology to produce a research project or creative product. Additional courses that engage substantially with a significant number of the DGAH learning goals may also be added to this list at the director’s discretion in consultation with the committee. Courses from OCS programs, independent studies and LACOL Consortium summer courses may be submitted for consideration, but no more than six OCS credits may count towards the minor. For two-credit trailing courses and digital labs that require co-registration, only the digital component will be counted. Repeatable two-credit public outreach courses may be counted for up to six credits.

Digital Arts & Humanities Courses

Dgah 110 hacking the humanities.

The digital world is infiltrating the academy and profoundly disrupting the arts and humanities, posing fundamental challenges to traditional models of university education, scholarly research, academic publication and creative production. This core course for the Digital Arts & Humanities minor introduces the key concepts, debates and technologies that shape DGAH, including text encoding, digital mapping (GIS), network analysis, data visualization, 3D imaging and basic programming languages. Students will learn to hack the humanities by making a collaborative, publishable DH project, while acquiring the skills and confidence necessary to actively participate in the digital world, both in college and beyond.

• Offered: Fall 2023 , Winter 2024
• Liberal Arts Requirements: Humanistic Inquiry Quantitative Reasoning Encounter
• Tags: Digital Arts & Humanities Core
• Faculty: Austin Mason 🏫 👤 · Christopher Saladin 🏫 👤

DGAH 210 Spatial Humanities

Spatial analysis is central to the digital humanities and a valuable methodology within history, literature, archaeology, anthropology, and many other disciplines. This course provides an introduction to Geographic Information Systems (GIS) and the key concepts, debates, and technologies behind digital mapping in the humanities and social sciences. We will learn technical GIS skills that include visualizing, analyzing, and managing various types of spatial data, digitizing historical maps, interactive web mapping, and basic cartographic design. This course is open to all students, regardless of prior experience, and covers the fundamental skills needed to produce spatial humanities projects within any discipline.

• Offered: Winter 2024
• Tags: Dig Arts & Hum Skill Building Archaeology Pertinent
• Faculty: Christopher Saladin 🏫 👤

DGAH 264 Visualizing the Ancient City

What makes a city, well, a city? This course examines urban society across different regions of the ancient world from the 2nd millennium BCE to 1st millennium CE. Taking a comparative approach to examples from the Mediterranean, Near East, Mesoamerica and China, we will reconstruct social, political, and topographic histories of urban space from a kaleidoscope of sources that include archaeological excavations, art & architecture, inscriptions, and literature. We will approach this source material using digital methods such as 3D modeling, GIS mapping, and digital storytelling to reconstruct both the physical environments and lived experiences of past cities.

• Offered: Spring 2024
• Liberal Arts Requirements: Humanistic Inquiry
• Tags: Dig Art&Hum XDisc Collaboratn Archaeology Pertinent Classics Pertinent MARS Supporting

DGAH 398 Digital Arts & Humanities Portfolio: A Capstone Seminar

The work of Digital Arts & Humanities takes place at the crossroads of computing, humanities, and creative production. While digital tools and computational methods can enhance humanities research and artistic production, traditional humanistic approaches must also question digital technologies. Both the processes and products of this work stretch the boundaries of familiar academic formats. In this course, students will create an ePortfolio that curates and critically reflects on the digital processes and products of courses and co-curricular experiences at Carleton, guided by readings on the current state of interdisciplinary digital scholarship. A capstone for the DGAH minor, the seminar will include numerous workshop events and culminate in public portfolio presentations.

• Grading: S/CR/NC
• Liberal Arts Requirements: Does not fulfill a curricular exploration requirement
• Prerequisites: Prior digital arts and humanities course work, including but not limited to core DGAH courses
• Faculty: Austin Mason 🏫 👤

Best American Restaurants in Volgograd, Volgograd Oblast

American restaurants in volgograd, establishment type, traveler rating, dietary restrictions, restaurant features.

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Spring 2024 Capstone Projects

Company sponsors.

Some of our spring 2024 company sponsors for capstone projects included:

• The U.S. Army Combat Capabilities Development Command - BRL-CAD
• American Airlines
• Boom Boards
• Program of Excellence for Mothers, Children and Families
• Detectachem

BRL-CAD Graphics Acceleration

BRL-CAD's existing ray tracer is not up to industry standards. Our project was aimed at researching an existing high performance ray tracer and implementing it in place of BRL-CAD's current ray tracer to improve the user's workflow. Research Area: Graphics, Visualization and Computational Fabrication.

Chatbot for American Airlines which offers a unified resource for information to increase customers' ease of navigation. The three main personas for this app included first-time travelers, non-native speakers, and assistance-dependents. Research areas: Human-Computer Interaction, Databases, Data Mining, Information Retrieval Systems.

Autonomously Driving through Imitation Learning

Machine learning can address transportation disparities in rural communities through a relatively new autonomous driving approach known as imitation learning. This method involves training a model on collected human driving behaviors, enabling cars to navigate autonomously. Research Area: AI, ML, NLP

Interactive cornhole

Boom Boards uses interactivity of a smartphone app with catchy voice narration to engage players in cornhole. It offers a fun new way for experienced and new players to interact with cornhole, elevating the normal game experience by adding real time narration and score boards. Research area: Embedded Systems.

Oliva-NAVIGATOR

Olivia-Navigator is a public health record database. It contains the patient's medical history, diagnoses, medications, treatment plans, immunization dates, allergies, radiology images, and laboratory test results. The user can log in and view past submissions of forms along with submitting new ones. Research Areas: Software and Software Engineering; Health.

SEEKER Pro Algorithm Enhancement

Team DetectaChem was tasked with augmenting an existing chemical reaction detection algorithm. The goal was to reduce false negatives and maintain or reduce false positives. Our solution approach included image processing and machine learning to discover avenues DetectaChem could further explore to improve detection accuracy. Research areas: Computer Vision, AI, ML, NLP.

Quantum Cryptography

As quantum computing becomes more viable, we need a way to easily implement quantum-safe cryptography into everyday applications. In doing so, we need to also know how this will affect our network performance. Research area: Cybersecurity.

LUKOIL Completes Reconstruction of Several Units at its Volgograd Refinery

• Construction New construction projects, as well as expansion and modification projects, are constantly occurring in the petroleum (downstream, midstream, upstream) and chemical processing industries. Refineries, chemical plants, oil rigs, and
• Downstream The Oil and Gas industry is commonly divided into the three major sectors: Upstream, which includes oil and gas exploration and production;
• Lukoil Plans to Invest $3 Billion in Petrochemicals Over the Next Six Years News Russia's second-largest oil producer Lukoil plans to invest $3 billion in production of petrochemicals within the next 6 years.
• Borealis and ADNOC Sign $6.3 Billion Strategic Partnership to Expand Borouge Facility News Borealis and ADNOC have signed a strategic partnership that confirms an USD 6.2 billion investment agreement to build the fourth Borouge facility – Borouge 4 – at the polyolefin manufacturing complex in Ruwais, United Arab Emirates (UAE).
• U.S. Refineries Achieve Record Crude Distillation Capacity in 2018 News From January 1, 2018, to January 1, 2019, U.S. operable atmospheric crude oil distillation capacity increased 1.1%, reaching a record high of 18.8 million barrels per calendar day (b/cd), according to the U.S. Energy Information Administration.
• Inter Pipeline Awarded $323 Million Grant to Develop its Heartland Petrochemical Project News Inter Pipeline announced it will receive CAD $408 million (USD $323 million) under the Alberta Petrochemicals Incentive Program in support of the continued development of its Heartland Petrochemical Complex.
• These 11 Gulf Coast Projects are Slated to Receive ExxonMobil's Proposed $20 Billion Investment News ExxonMobil's "Growing the Gulf" expansion program, consists of 11 major chemical, refining, lubricant and liquefied natural gas projects at proposed new and existing facilities along the Texas and Louisiana coasts.

A large-scale reconstruction has been completed at the Volgograd refinery (a wholly owned subsidiary of PJSC LUKOIL). The project included modernization of the CDU-VDU-5 crude distillation unit with production capacity of 3.5 million tonnes per year and the solvent extraction unit with production capacity of 300 thousand tonnes per year. 

Over 230 core equipment items were installed and technologically outdated units were decommissioned. The share of Russia-made equipment installed during the reconstruction exceeded 70%. The construction site spanned the area of 34 thousand square metres; investments into the project exceeded 12 billion roubles. ​

The implementation of the project will increase amount of petroleum feedstock refined by 400 thousand tonnes per year, as well as intensify production of kerosene and diesel fractions. Thanks to introduction of modern technological and digital solutions, energy efficiency of the refinery will increase and its CO 2 intensity will decrease.

In 2021, LUKOIL commissioned a high-viscosity index oils production complex at its Volgograd refinery. The investment in the facility amounted to about 10 billion roubles. 

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