Tag Archives: capstone

CAN YOU RECOMMEND ANY OTHER RETAIL DATASETS THAT ARE SUITABLE FOR CAPSTONE PROJECTS

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Kaggle Retail Dataset: This dataset contains over 10 years of daily sales data for 45,000 food products across 10 stores. It includes fields like store, department, date, weekly sales, markup, and more. With over 500,000+ rows, it provides a lot of rich data to analyze retail sales patterns, perform forecasting, explore department performance, and get insights into pricing and promotion effectiveness. Some potential capstone projects could be building predictive sales models, optimizing inventory levels, detecting anomalies or outliers, comparing store or department performance, etc.

Online Retail II Dataset: This dataset from the UCI Machine Learning Repository contains transactions made by a UK-based online retail between 01/12/2009 and 09/12/2011. It includes fields like InvoiceNo, StockCode, Description, Quantity, InvoiceDate, UnitPrice, CustomerID, and Country. With over 5,000 unique products and around 8,000 customers, it allows examining customer purchasing behaviors, product categories, sales trends over time. Capstone ideas could be customer segmentation, recommendation engines, predictive churn analysis, promotion targeting, assortment optimization, etc.

European Retail Study Dataset: This dataset was collected between 2013-2015 across 24 countries in Europe to study omni-channel retail. It provides information on over 42,000 customers, their purchase transactions, demographic details, online/offline shopping behaviors, returns etc. Some dimensions covered are age, gender, income-level, product categories purchased, channels used, spend amounts. This rich dataset opens up opportunities for multi-channel analytics, personalized experiences, loyalty program design, understanding cross-border trends at a continental scale.

Instacart Market Basket Analysis Dataset: This dataset collected over 3 million grocery orders from real Instacart customers. It includes anonymized order data with product names, quantities, added or removed from basket, purchase or cancellation. This provides scope for advanced market basket or transactional analysis to determine complementary or frequently bought together products, influencing factors on abandoned cart recovery, incremental sales from personalized recommendations, effects of out-of-stock items etc.

Walmart Sales Forecasting Dataset: This dataset contains daily sales data for 45 Walmart stores located in different regions collected over 3 years. Features include Store, Dept, Date, Weekly_Sales, Markup, etc. It can be leveraged to build statistical or deep learning models for short and long term demand forecasting across departments, developing automatic outlier detection capabilities, scenarion analysis during special events etc.

Target Customer Dataset: This dataset contains purchasing profiles for over 5000 anonymous Target customers encompassing their transactions over a 6 month period. It includes features like age, gender, marital status, home ownership, number of dependents, income, spend categories within Target like grocery, personal care, electronics etc. This could enable identifying high lifetime value segments, developing micro-segmentation strategies, testing personalization and targeted promotions approaches.

Kroger Customer Analytics Dataset: This dataset contains anonymous profiles of over 30,000 Kroger customers including their demographics, surveyed household & lifestyle characteristics, shopping behaviors and purchasing basket details. Variables provided are age, ethnicity, family status, income level, ZIP code, preferences like organic, wellness focused etc along with purchases across departments. Potential projects include customer churn analysis, propensity modeling for private label brands, targeted loyalty program personalization at scale.

These datasets offer rich retail data that span various dimensions – from transactions, customers, banners to omni-channel behavior. They enable diving deep into opportunities like forecasting, recommendations, segmentation, promotions analysis, supply chain optimization at scale suitable for many capstone project ideas exploring insights for retailers. The datasets are publicly available and of a good volume and variety to power meaningful analytical modeling and drive actionable business recommendations.

HOW ARE CAPSTONE PROJECTS TYPICALLY ASSESSED AND EVALUATED BY FACULTY

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Capstone projects are culminating academic experiences for students that allow them to demonstrate their mastery of the knowledge and skills gained over the course of their undergraduate studies. Given their importance in showcasing student learning and achievement, faculties put significant thought and effort into developing comprehensive assessment approaches for capstone projects.

Some of the key criteria and rubrics faculty commonly use to evaluate capstone projects include:

Problem Identification and Solution Design – Faculty look to see if students were able to properly identify and define the problem or design challenge being addressed. They evaluate the appropriateness and feasibility of the proposed solution design. This shows a student’s ability to translate needs into viable plans or proposed interventions.

Research and Knowledge Application – Assessors examine how effectively students drew upon relevant academic literature, theories, and research findings to inform their project’s direction and methodology. Evidence of integrating, applying, and extending disciplinary knowledge demonstrates learning achievement.

Critical Thinking and Analysis – Projects are rated on the quality and rigor of critical thinking shown. This involves assessing how well students analyzed data, considered alternative perspectives, identified limitations/assumptions, and made logical inferences supported by evidence rather than unsubstantiated opinions.

Methodology and Process – The appropriateness, logical sequencing, and detailed explanation of the methods used are key criteria. Assessors evaluate the soundness of the study design, data collection procedures, and process used to develop the solution. This reflects a student’s competence in using disciplinary research/design techniques.

Results, Outcomes, Limitations – Projects that present concrete evaluative results or evidence of completed work are highly valued. The significance and implications of outcomes are considered along with students’ ability to discuss limitations, unanswered questions, and avenues for further development.

Organization, Writing Quality – Assessors look for a clear and logical structure, including well-developed introduction, body, and conclusion sections. Visual components like figures and tables should be carefully integrated. Writing must demonstrate graduate-level quality—including proper citations, minimal grammatical/stylistic errors, and effective communication for the intended audience.

Next, faculty thoroughly assess how effectively students articulated their capstone experience and learning outcomes through a final reflective essay, presentation, or ePortfolio. Students demonstrate growth in key areas like problem-solving, collaboration, oral/written communication and self-awareness. Assessors evaluate students’ reflection on the value of their work, limitations encountered, and insights gained regarding their professional development and future goals.

At many institutions, both the capstone project itself and self-reflective component are assessed using detailed rubrics aligning with the aforementioned criteria. Ratings typically range from “exceeds expectations/standards” to “meets expectations” to “needs improvement.” Multiple faculty members often evaluate each student’s work to ensure reliability and fairness.

Assessment results directly feed into individualized feedback and guidance that students receive. In some programs, results factor into graduating with academic distinction or honors. Aggregate assessment data also informs faculty of curricular strengths and limitations to improve overall program outcomes. Additional forms of assessment may include student exit surveys and interviews as well as employer feedback.

Through these rigorous yet nurturing evaluation practices, faculty can determine the extent of real-world, cross-disciplinary knowledge and higher-level competencies each student has attained. Capstone assessment thus plays a pivotal role for continuous program improvement while empowering students with a validated understanding of their educational and career readiness. It sheds light on how well a college experience prepares graduates to ethically address complex problems as lifelong learners who can adapt to changing needs.

HOW ARE CAPSTONE PROJECTS EVALUATED AT BCIT

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Capstone projects at BCIT are designed to allow students to demonstrate the knowledge and skills they have gained throughout their diploma or degree program. They involve undertaking a substantive project related to the student’s field of study, where the student works independently while receiving guidance from an instructor or industry mentor. Due to the significant role capstone projects play in assessing student learning outcomes, BCIT has developed a rigorous process for evaluating these projects.

The evaluation of capstone projects at BCIT is centered around clear evaluation criteria that are shared with students early in the capstone experience. These criteria cover all aspects of the capstone from formulation of objectives, design of the project plan, implementation, outcomes, and presentation of results. For example, criteria related to the project plan may include elements such as a well-defined statement of work, timelines, budget, logical approach to tasks, and identification of risks and limitations. Criteria for implementation cover project management competencies like task tracking, issue resolution, use of tools/methodologies, safety practices, and adaptability to changes. Evaluation of outcomes focuses on technical merits such as fulfillment of objectives, quality/reliability of results, documentation of findings, and achievement of deliverables. Presentation criteria assess communication skills through organization, clarity, use of media, poise during questions, and ability to convey the significance of the work.

The capstone evaluation criteria are intended to reflect expectations that graduates should demonstrate based on the program and course learning outcomes. Instructors work with advisory boards and accreditation bodies to ensure criteria align with needs of the profession/industry. Students get guidance on applying the criteria to their projects through instruction and formative feedback over the capstone term. This support helps surface any gaps in skills early so remedial action can be taken before the final evaluation.

Typically, two evaluators are assigned to each capstone – the primary instructor overseeing the project, and a subject matter expert (SME) from industry. For some programs where multiple sections run simultaneously, common SMEs may evaluate projects across sections for consistency. The evaluators independently use rubrics tied to the evaluation criteria to assess written reports, presentations, discussion with students, and any documentation of project outcomes.

Scoring on the rubrics is most often on a scale from 1 to 5, with detailed descriptors defining expectations at each level. Evaluators must provide qualitative comments along with scores to explain ratings and provide specific feedback. Once independent evaluations are complete, the evaluators convene to moderate scores, compare perspectives, and agree on a final rating for each criterion and overall for the capstone. In cases of divergent scores, discussion focuses on evidence from the work to justify differences and reach consensus.

The final evaluated rubrics then feed into a letter grade determination. Each program or department sets grading scales customized to their rubrics and criteria. For example, an overall score average above 90% could merit an ‘A’ while 75-80% may equal a ‘B’. Student performance is also considered holistically, such as improvements shown over the term or additional accomplishments beyond expectations. Grading recommendations go through departmental review and approval before official assignment.

Should a capstone be deemed unsatisfactory or borderline, in-depth feedback is provided on gaps and remedial work required. Students may get one more term to improve their projects or risk failing the program. If there are disputes over evaluation or grading, formal appeal processes exist where students can present their cases and have decisions reviewed by separate committees.

BCIT has implemented a structured yet flexible evaluation system for capstone projects with multiple stages of moderation to uphold academic standards and fairness to students. The process helps develop work that reflects expected professional competence and fosters continuous dialogue around learning outcomes. Student and SME feedback over the years also factor into refining evaluation approaches to maintain relevance and rigour.

WHAT ARE SOME EXAMPLES OF REAL WORLD ISSUES OR PROBLEMS THAT STUDENTS? CAN ADDRESS IN THEIR CAPSTONE PROJECTS?

WHAT ARE SOME EXAMPLES OF REAL WORLD ISSUES OR PROBLEMS THAT STUDENTS? CAN ADDRESS IN THEIR CAPSTONE PROJECTS?

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Community access to resources – A lack of access to resources is a problem faced by many communities. For their capstone project, students could research the resources needed by a specific local community and develop solutions to improve access. For example, they could analyze transportation options and propose routes to improve mobility, or identify gaps in access to healthcare and develop partnerships with local clinics. This type of project directly tackles real barriers faced by real people.

Environmental sustainability

Issues surrounding environmental sustainability and promoting green practices are very relevant today. Students could research sustainability practices on their campus or in their city and propose initiatives to reduce waste, pollution, or carbon emissions. Examples may include conducting an audit of a building’s energy usage and developing recommendations for upgrading systems to be more efficient, or creating an educational campaign to promote recycling or alternative forms of transportation among the campus or local community. Addressing environmental challenges provides tangible benefits.

Supporting vulnerable populations

Many communities struggle to meet the needs of vulnerable groups such as low-income families, the elderly, people with disabilities, etc. For their capstone, students could partner with a local organization that supports one of these populations to identify unmet needs and develop programs or services to have a meaningful positive impact. For example, students may create an app or website to help homebound seniors schedule rides to medical appointments or facilitate check-ins, or they could implement an after-school tutoring program for low-income elementary school children. Projects like these directly serve those in need.

Improving public/civic engagement

Getting community members more civically involved and participating in community decision making is important for strong, vibrant communities. Students could analyze voter turnout, volunteer rates, or civic group membership in their city and develop strategies to increase participation, such as creating a bike-based get-out-the-vote effort or holding civic forums/meetings in more neighborhood locations. The goal would be empowering community voices and strengthening civic discourse.

Bridging cultural understanding

In diverse communities, greater cultural understanding can help foster togetherness and equality. As their capstone, students may organize cultural exchange events, workplace cultural sensitivity training sessions, or cross-cultural mentoring programs between local schools. They could also research how two specific cultural groups interact to identify tensions and develop recommendations for improvement, such as through community mediation. Projects that facilitate cultural appreciation and inclusion can make real impacts.

Leveraging technology for social good

Technology continues to rapidly change the world, and students can leverage new technologies to address social issues. For example, they could build a mobile app to connect volunteers with local non-profits needing assistance, create an online platform for reporting uncared for neighborhood properties like overgrown lots to the city, or develop an online job training and placement program for unemployed young adults. Harnessing technology opens up many possibilities for driving positive change.

Public health initiatives

Promoting good public health is crucial. Students could assess a community’s nutrition and exercise levels to identify at-risk groups and plan interventions like community gardens or walking groups. Or they may conduct research on a serious local health issue like opioid abuse and propose evidence-based prevention and treatment programs. Public health focused projects aim to tackle critical needs and improve residents’ well-being.

The key aspects of a successful capstone project are that it addresses an authentic problem or need, provides tangible benefits, and involves active partnership with community stakeholders. The examples outlined here represent just a sampling of the meaningful, impactful projects students could undertake that have real world applications. By choosing to take on an issue they’re passionate about and that affects real people, students can create capstones that drive positive change and make a difference.

CAN YOU PROVIDE MORE EXAMPLES OF CAPSTONE PROJECTS AT NORTHEASTERN UNIVERSITY

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Northeastern University prides itself on providing students with experiential learning opportunities through their capstone program in the final year of study. The capstone is designed to allow students to integrate the knowledge and skills gained throughout their undergraduate studies by completing a substantial project that addresses a real-world problem or issue. Students work closely with faculty advisors and often externship partners in the community to design and implement their capstone projects.

Some past capstone projects from Northeastern students include:

Design and development of a mobile application for a nonprofit organization that supports refugees resettling in Boston. The app helps refugees locate important resources like housing, education, healthcare, and employment assistance. It was designed based on user testing and feedback from refugees and the nonprofit’s caseworkers.

Analysis of food insecurity and lack of access to nutritious food options on college campuses. The student conducted surveys and interviews at Northeastern and other local universities. Their capstone project report offered recommendations to schools on partnerships with local farms/grocers, strategies for increasing EBT/SNAP acceptance on campus, and designs for improving campus food pantries.

Development of workplace training programs and materials for a growing technology startup in the education space. The student analyzed the company’s current products, identified skills gaps for different employee roles, and created online and in-person training modules focused on pedagogy, instructional design, and role-specific tech platforms.

Research and policy proposals around increasing the energy efficiency of older buildings in Boston. The student performed an audit of energy usage data from city-owned buildings, identified retrofitting opportunities, and drafted recommendations for regulations, incentives, and pilot programs to scale up energy efficiency upgrades citywide.

Design and prototyping of adaptive switch devices to improve independence for individuals with limited hand mobility due to conditions like arthritis. The biomedical engineering student worked with occupational therapists and patients to understand needs and gathered anatomical data to 3D print prototype switches in different sizes, angles, and textures for testing.

The capstone experience at Northeastern takes place over two quarters (6 months) during a student’s senior or penultimate year of study. Students follow a structured process of selecting their project, conducting background research and literature reviews, developing detailed project plans and timelines, getting requisite IRB approvals if working with human subjects, implementing their work, and reporting out results.

Capstone projects can take the form of applied research studies, needs assessments, program/product designs and development activities, policy analyses and recommendations, business/nonprofit consulting projects, and more. The common thread is that they allow students to engage in authentic professional work that puts their accumulated learning to practical use.

Students work under the guidance of both a capstone faculty advisor from their department as well as an external advisor or mentor from the partner organization if applicable. Throughout the capstone period, students meet regularly with their advisors for feedback, submit interim deliverables and progress updates, and ultimately produce a final capstone report, presentation, and documentation of their process and outcomes.

The capstone holds special significance as the culminating experience of a Northeastern education. It allows undergraduate students an early opportunity to take on a professional project from start to finish, building skills in self-directed learning, collaboration, project management, critical thinking, and communication that will serve them well as they transition to post-graduate roles or further study. Faculty and organizational partners also value the opportunity to engage with soon-to-be graduates who can help address real problems through their applied work.

Through intensive, experiential capstone projects, Northeastern University ensures its students integrate classroom learning into thoughtful, impactful approaches to issues facing communities locally and globally. The model continues Northeastern’s commitment to providing a practice-centered education that prepares graduates for lifelong success across all career fields and sectors.