Author Archives: Evelina Rosser

WHAT ARE SOME EXAMPLES OF CROSS DISCIPLINARY CAPSTONE PROJECTS AT TEXAS A M UNIVERSITY

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Texas A&M University places a strong emphasis on cross-disciplinary capstone projects that allow students to integrate knowledge and skills from multiple fields to solve real-world problems. These types of projects provide invaluable experience for students as they prepare to enter a workforce that increasingly demands collaboration and innovative thinking.

One example of a large cross-disciplinary capstone project undertaken by Texas A&M students in recent years was developing accessible technology solutions for people with disabilities. A team of students from computer science, engineering, industrial distribution, and spatial sciences came together to design and prototype new assistive devices. They conducted user research, developed prototypes using 3D printing and other methods, and tested their solutions with people who have disabilities. The project addressed real needs and pushed the students to think beyond their individual disciplines.

Another notable project involved designing off-grid renewable energy solutions for rural communities in developing nations that lack access to traditional electricity infrastructure. Students from fields like mechanical engineering, construction science, agriculture, and geospatial science worked as an interdisciplinary team. They proposed customized energy systems combining solar, wind, biomass, and battery technologies that could provide power for vital community services like schools and medical clinics. Part of their work involved researching the technical specifications needed as well as evaluating socioeconomic and environmental sustainability factors.

Texas A&M students have also taken on ambitious global health challenges through cross-disciplinary collaboration. One capstone project brought together students from fields such as biomedical engineering, architecture, nutrition, and health promotion. They partnered with a non-profit organization helping rural communities in sub-Saharan Africa. The goal was to develop an integrated approach for addressing multiple health issues like waterborne diseases, malnutrition, and limited access to medical care. Their proposed solutions included designing inexpensive water filtration systems, educational programs on hygiene and nutrition, and preliminary plans for a multi-purpose health clinic. Getting input from local community members was also a key part of their work.

Yet another example of an impactful cross-disciplinary project involved developing flood prevention and response strategies for parts of India that regularly suffer damages from seasonal monsoon rains and river flooding. An international team of civil engineering, geoscience, hydrology, agricultural, and public policy students worked on this challenge. They created sophisticated hydrological and risk modeling to map flood-prone areas and help with evacuation planning. The group also proposed more permanent solutions such as improved drainage systems, flood walls, raising homes on stilts, and implementing agricultural best practices to reduce erosion during heavy rains. Coordinating with local governments was a significant aspect of validating their recommendations.

Staying within the state of Texas, one capstone brought together students from disciplines like construction science, landscape architecture, urban planning, and business administration. They partnered with the city of Bryan to develop a strategic revitalization plan for its downtown area aimed at improving economic, social and environmental sustainability. Proposals included renovating historic buildings, introducing mixed-use redevelopment projects, upgrading parks and public spaces, developing the arts district, enhancing walkability and bicycle infrastructure, recruiting targeted businesses and entrepreneurs, and capitalizing on events and cultural amenities to drive visitation to the area. Careful financial modeling and buy-in from key local stakeholder groups were crucial dimensions of the project.

Moving to a more technology-focused example, computer science and electrical engineering students teamed up with kinesiology and sports management majors on a project centered around developing new performance analytics and training tools for athletes. They designed smartphone apps, wearable sensors, and data visualization dashboards to help quantify physical metrics like speed, distances covered, jumps completed, heart rate variability, and more during games and practice. Machine learning algorithms were also applied to identify patterns and optimally target areas for improvement. Coaches and athletes testing the prototypes found them highly useful for gaining new data-driven insights into physical performance, injury prevention and developing personalized training regimens.

This covers just a sampling of the extensive cross-disciplinary work undertaken in capstone projects at Texas A&M University. As this overview illustrates, bringing together diverse areas of expertise to address complex challenges mirrors real-world problems that do not fall neatly into single disciplines. These collaborative experiences provide immense value in preparing Aggie graduates to be innovative leaders capable of driving meaningful change.

CAN YOU PROVIDE MORE EXAMPLES OF CAPSTONE PROJECTS FROM DIFFERENT DISCIPLINES AT THE UNIVERSITY OF ESSEX

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Biological Sciences Capstone: Investigating the Effect of Neonicotinoid Pesticides on Bee Colonies
An honours student in the Biological Sciences program studied the effects of neonicotinoid pesticides on honeybee colonies. She designed an experiment to monitor the health and productivity of bee colonies exposed to different levels of neonicotinoids through ingestion of pollen and nectar. Over the course of a year, she recorded colony population levels, weighed honey yields, and analyzed pollen samples to measure pesticide residue levels. Her findings provided insights into how commonly used pesticides may be harming bee populations and wider ecosystem health. The student presented her work at a campus research symposium and published a paper in the University’s student research journal.

Business Management Capstone: Strategic Plan for Expanding an Independent Bookstore Chain
A final year Business Management student completed a capstone project developing a three-year strategic plan for a small regional bookstore chain to support expanding into new locations. Through competitive analysis, market research, and financial forecasting, the student evaluated the opportunities and risks associated with different expansion options. The recommended strategy focused on opening two new stores in adjacent towns, increasing the online presence, and developing a book club membership program. The bookstore owners were impressed with the thoughtful analysis and have started implementing aspects of the strategic plan.

Computer Science Capstone: Development of an Accessible Mobile App for Organizing Volunteer Events
A Computer Science student developed a mobile application over the course of their final year that allows organizations to easily list upcoming volunteer opportunities and allows individuals to browse, sign-up, and receive reminders for events. The capstone focused on designing an intuitive interface following principles of accessible and inclusive design. User testing was conducted with organizations as well as volunteers with varying needs and abilities. The open-source application has now been adopted by multiple local charities and received praise for lowering barriers to community participation. The project was highlighted at a disability advocacy conference for its efforts to promote digital inclusion.

English Literature Capstone: Representations of Madness in Victorian Detective Fiction
Through a close reading of short stories and novels from the late 19th century, an English Literature student analyzed how descriptions of mental illness in authoritative detectives both reinforced and challenged prevalent notions of criminality and social deviance. The capstone examined the semiotic role of madness within the emerging genre of crime fiction and how these texts navigated debates around institutionalization, spiritualism, and psychological theories of the time. The student was commended for their insightful literary analysis as well as consideration of wider historical and cultural contexts. Their research was published in the department’s undergraduate journal.

History Capstone: An Oral History of Essex Dock Workers
For their final year project, a History student conducted a series of in-depth interviews with retired dock workers from the ports of Harwich and Felixstowe who had been employed during the post-WWII period of industrial development. The aim was to capture personal memories and perspectives on the working conditions, labor unions, impact of technological changes as well as cultural and social life in Essex’s dock communities during the mid-20th century. By preserving these first-hand accounts through audio recordings, transcripts and a published essay, the capstone helped document this recent piece of local maritime industrial history that might otherwise be lost.

Psychology Capstone: Evaluating a School-Based Program for Promoting Emotional Intelligence in Adolescents
A Psychology student evaluated the effectiveness of a pilot social-emotional learning program through mixed-methods research at a local secondary school. Quantitative data was collected using pre- and post-testing of students’ emotional intelligence and well-being. Qualitative interviews were also conducted with teachers, support staff and adolescents to understand experiences of the program. Results showed significant gains in self-reported emotional skills, though certain components proved more engaging than others. Recommendations were made to adapt future rollout based on the integrated findings. The capstone provided valuable insight for improving social and emotional development services within the education system.

These represent just a small sample of the diverse final-year research projects undertaken by University of Essex students across different disciplines. The capstone allows undergraduates to demonstrate self-directed learning through independently investigating a topic of personal interest and relevance. It provides authentic experiences of planning, project management and communicating findings that mimic real-world work environments. The capstone showcases the multifaceted skills and knowledge students gain from their studies in bringing together theory and practice to address issues within their chosen field.

HOW DOES CAPSTONE PROJECTS AFRICA ENSURE THE SAFETY AND WELL BEING OF STUDENTS DURING THEIR FIELD PLACEMENTS

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Capstone Projects Africa (CPA) places the utmost importance on ensuring the safety of students who participate in their international project placements. Extensive safety protocols and risk management procedures are in place to minimize dangers and protect students’ well-being during their time abroad.

Before selecting any project placement locations, CPA conducts thorough security and political risk assessments of the proposed host countries and communities. Up-to-date information is gathered from a wide range of sources including the U.S. State Department, international NGOs, and local credible news media reports. Any areas deemed to pose unacceptable safety or security risks are avoided. Locations selected must meet stringent criteria including a stable political climate, low crime rates, access to emergency services, and a supportive community environment.

Once placement locations are selected, CPA works closely with established local host organizations that have a proven track record of safety management. Rigorous vetting is done on all potential host supervisors and organizations to evaluate their emergency preparedness plans, policies, insurance coverage, incident response procedures and overall student support systems in place. Only hosts that demonstrate robust capacity and commitment to ensuring student safety are selected as partners.

Comprehensive safety briefings and trainings are provided to students both before and after arriving at their placement sites. Students receive in-depth information on potential risks specific to their host country/community as well as strategies for avoiding dangers and responding to emergencies. Topics covered include first aid, road/transportation safety, recognizing and avoiding areas of civil unrest, basic self defense, malaria/disease prevention, and more. Students must demonstrate proficiency in safety protocols before travel is permitted.

Once onsite, host organizations are required to provide 24/7 emergency contacts for students and maintain radio/cellphone communication systems to facilitate rapid response in case of incidents. Housing and work placement accommodations are subject to health, fire and structural safety inspections by CPA. Hosts must ensure students have access to necessary emergency services and plans for dealing with natural disasters, epidemics or other crises that may arise.

To enable effective incident management and crisis response coordination, CPA establishes communication protocols requiring regular safety check-ins from students as well as status updates from hosts. Any incidents involving risks to students are to be promptly reported. In the event of a significant emergency, CPA works closely with host and government officials, private security/evacuation firms when necessary, to coordinate an appropriate response and ensure student protection measures are enacted.

In addition to protocols managed through host partners, CPA directly implements several oversight and support measures. For example, GPS tracking devices and satellite phones are provided to students where infrastructure allows, enabling real-time location monitoring and emergency communication capabilities independent of local systems. A 24/7 emergency hotline is staffed by CPA personnel to handle calls from students or hosts regarding any urgent issues that arise. In such cases, CPA takes appropriate action which may involve direct liaison with international security/consular contacts as needed.

Robust security is also in place during student travel. Ground transportation between project sites is only permitted through pre-approved operators with stringent vehicle inspection and driver screening/training standards. Travel routes, schedules and end destinations are closely monitored. Flights are booked through reputable airlines and travel advisories are closely followed to avoid unstable areas as situations evolve over time.

A mandatory medical and travel insurance policy is provided to all students, protecting against costs of medical evacuation, hospitalization, disability or loss of life. Policy details grant students access to emergency assistance services including security extraction capabilities if deemed prudent by the provider’s global security specialists monitoring the context.

Through methodical planning, stringent partner and site vetting procedures and multilayered ongoing oversight and emergency support mechanisms, Capstone Projects Africa strives to minimize risks so students can carry out their international placements safely and with full peace of mind. Safety is the organization’s number one priority in facilitating these impactful global learning experiences.

CAN YOU PROVIDE MORE EXAMPLES OF LOW COST AND SUSTAINABLE HOUSING SOLUTIONS

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Earthbag Construction – Earthbag construction uses bags (often polypropylene bags) filled with local soils as building material for walls, floors and roofs. The bags are stacked like blocks and can be curved or angled to create domes or vaulted structures. Earthbag building is very inexpensive as the primary material is just local soils which are free. It is also very sustainable as it uses natural materials and the structures have excellent thermal mass qualities for temperature regulation without mechanical heating or cooling. Earthbag buildings stay cool in summer and warm in winter.

Cordwood Construction – Cordwood masonry uses stacks of firewood logs laid transverse and interlocked to create walls. The gaps are then filled with a lime-based mortar. The technique has been used for centuries and results in very strong, fire resistant and air tight walls. Wood is a very renewable resource and the structures excel at passive environmental controls. Houses can be built very inexpensively using mostly local wood cut from the property or obtained very cheaply.

Coppicing – This traditional woodlot management technique involves cutting back broad-leaved tree species like willow or poplar to a low stump. New multiple shoots will regrow from the stool providing a renewable source of timber. Coppiced wood can be used for roundwood construction, fencing, roofing materials and more. By coppicing woodlots near housing developments an endless supply of cheap, locally sourced building materials can be generated with very little ongoing management costs.

Rammed Earth – Rammed earth construction involves dampening soil and compacting it into forms to create load-bearing walls. The soil may contain stabilizers like lime, cement or fly ash. When done properly rammed earth walls are extremely strong, require no wood, are amazingly durable and regulate temperature well. The structural material is just the soil on site so costs can be very low. Rammed earth homes stay very comfortable without using fossil fuels for heating and cooling.

Cob Construction – Cob is an earthen building material made from subsoil, sand, clay, straw and water mixed into a mud mixture and hand-formed into walls. It has been used for centuries worldwide to create very sturdy homes. Cob structures regulate humidity and temperature passively through the thermal mass. Using locally sourced materials like the on-site soils and straw, very inexpensive cob homes can be built by owner-builders.

Structurally Insulated Panels (SIPs) – SIPs are factory-produced wall, roof and floor panels that consist of an insulating foam core sandwiched between two structural facings like oriented strand board. SIPs go together like interlocking building blocks for extremely high-quality, airtight structures that are far simpler to assemble than conventional stick-built methods. They reduce construction waste and allow much faster building at lower costs than traditional building. SIPs excel at energy efficiency, moisture control and comfort without mechanical systems.

Hempcrete – Hempcrete is a building material made from the internal woody hurd of the hemp plant mixed with a lime-based binder. It sets into a hard material that can be used like concrete to construct monolithic, super-insulated and breathable walls. Hemp is a very fast-growing and renewable crop that needs no chemicals and sequesters carbon from the atmosphere at high volumes. Using hemp and lime from local sources allows the construction of very inexpensive, highly insulating homes that are also fire resistant, pest resistant, moisture regulating and thermal mass structures.

Shipping Container Homes – Surplus shipping containers are increasingly being used as attractive, durable and affordable housing units. With steel frames, weatherproof exteriors and customizable interiors, well-designed container homes can be very inexpensive to construct through repurposing unused containers. Located and arranged properly on a site, container homes can be energy efficient and easily assembled modular structures. Adding small built-on components allows plumbing, electrical and living amenities with minimal additional materials.

Straw Bale Construction – Like cob, straw bale construction uses straw (either in bales or loose) as an insulator within walls constructed using a stabilizing matrix like earth plasters or lime-based stucco. The natural fibers regulate moisture and insulation ratings can surpass many synthetic materials. Using straw and earth facilitates the creation of deep-insulated, breathable structures at very low cost if utilizing bales from on-site agricultural wastes or inexpensive locally sourced bales. Advanced straw bale techniques like Nebraska construction create highly durable load-bearing walls.

The utilization of materials-efficient, passive design principles and available local resources allows the development of homes that are extremely affordable to both construct and maintain. Focusing on natural, renewable and recycled materials that require little processing keeps costs minimized. Locating housing appropriately, combining uses like housing with agriculture and using land sustainably maximizes affordability and liveability long term in an environmentally sensitive manner. With education and incentive, many of these techniques could be applied at scale to address global shortages of adequate living spaces.

HOW DO SENIOR CAPSTONE PROJECTS HELP STUDENTS DEVELOP CRITICAL THINKING SKILLS

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Senior capstone projects are culminating experiences that many colleges and universities require students to complete prior to graduating. The goal of capstone projects is to give students the opportunity to synthesize and apply the knowledge and skills they have gained throughout their entire academic career to a substantial independently driven work. In the process of planning and executing their capstones, students go through experiences that help strengthen their critical thinking abilities in numerous ways.

One of the primary ways capstones support critical thinking is by requiring students to identify a problem, question or issue within their field of study that interests them and would benefit from further exploration. In order to select a viable topic for their project, students must think analytically and critically about the scope of topics within their disciplines. They need to consider what kinds of issues have yet to be fully explored or understood, what innovations or improvements could be made, and which areas could contribute new knowledge or applications. This process of identifying a topic through questioning, analyzing and evaluating possible options prompts students to think deeply about problems and exercise creative insights into how their knowledge could be applied or extended.

Once topics are selected, capstone projects demand rigorous research and investigation into the issues. Students have to critically analyze peer-reviewed literature, data, case studies and other sources within their fields to gain a comprehensive understanding of their topics. They learn to distinguish credible sources from less reliable ones, to identify gaps and tensions within existing research, and to thoughtfully synthesize multiple perspectives into a coherent analysis. Through this intensive research process, students enhance important critical thinking abilities like information literacy, questioning underlying assumptions, drawing reasonable inferences from evidence, and identifying the strengths and weaknesses within various theories, models or viewpoints.

The design and production stages of capstone projects also strengthen critical thinking, as students are challenged to make decisions about methodology, analysis and presentation of findings. They must carefully consider the most effective ways to investigate their research questions or test their hypotheses. For empirical research projects, students have to weigh options for sampling, measurement, research design, data collection techniques and data analysis approaches. For creative or applied projects, they thoughtfully determine appropriate formats, technical requirements and standards for quality and evaluation. At every stage of project development and execution, students engage in critical evaluation, problem-solving, questioning and refining of their methodology or production approach.

Perhaps most fundamentally, capstone projects demand that students engage in critical reflection on their entire learning experiences. In drafting the culminating written reports of their work, students synthesize their key learnings, articulate the significance and implications of their findings or projects, acknowledge limitations and unanswered questions, and propose recommendations or directions for future research or application. They thoughtfully evaluate their own strengths and weaknesses while proposing ways in which their knowledge can potentially progress or transfer to new contexts. Through this reflective practice of stepping back to consider how their capstone work fits within the broader contexts of both their field of study and intellectual growth as a whole, students engage in deep metacognition that solidifies critical thinking as an enduring capability.

Some capstone projects culminate with public presentations or performances as well, providing additional critical thinking development. When presenting their work orally, students must think on their feet to effectively field questions, consider alternative viewpoints and perspectives, and explain or defend various aspects of their project. They learn to engage with criticism or pushback in a thoughtful manner. Public presentation formats promote critical thinking skills related to communication, persuasion and nuanced understanding.

Senior capstone experiences support rich development of several varieties of critical thinking abilities for students. By requiring independent, substantial works that synthesize and extend prior learning through research, design, analysis and reflection, capstones invite exploration of topics, rigorously substantiated insights and decisions, methodological rigor, evaluation of one’s own and others’ perspectives, and ongoing reflective practice. These all prompt students to think deeply, independently reason through issues, question assumptions and consider multiple sides of questions or problems. Senior capstone projects therefore provide a culmination experience that is highly conducive, if not essential, for nurturing lifelong critical thinking capacities in students.