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Civil engineers’ training requires developing competencies and skills that allow them to face the challenges of professional practice. In this context, this study explores the implementation of the Extreme Collaboration (XC) methodology in an integrative civil engineering project (Capstone project) to evaluate its impact on the development of professional competencies. By integrating the Building Information Modeling (BIM) methodology and applying Bloom’s Taxonomy, the aim is to determine whether XC contributes to bridging the gap between academic training and professional practice requirements, as established by frameworks such as ABET and CDIO. Through a detailed analysis of the collaborative processes and the results obtained, the present research demonstrated that XC represents an effective pedagogical strategy to foster complex skills, such as teamwork, problem-solving, and communication, essential in the training of civil engineers capable of facing the challenges of the 21st century.

The training of chemical engineers requires creating dynamics that bring them closer to the reality of professional practice and providing active learning experiences to develop skills that strengthen critical thinking, autonomy, teamwork, and communication, as a contribution to sustainable engineering education. However, these experiences are isolated, and sometimes do not show an integrated vision between different areas of knowledge. This work aims to introduce the lessons learned by creating capstone integrative projects as tools for the design and control of processes in the Faculty of Chemical Engineering of the Universidad Pontificia Bolivariana. The capstone project was developed in randomly selected groups to develop a basic engineering proposal for an industrial process of local or national interest. Validation was carried out, consisting of surveys of 54 students in the last year of the program, an opinion query of 60 recent graduates, and a focus group of five graduates, with a profile of employers, management of innovation, development, and design of chemical processes. Between 2016 and 2020, more than 43 processes were evaluated with students, evidencing a significant improvement in the skills defined by the faculty in the graduation profile. A total of 94% of the graduates in that period recognize the capstone project as an integrator of design and process control, and it is concluded that this contributes positively to the professional development of the chemical engineer.

This paper proposes a Human-AI collaborative framework for cybersecurity consulting tailored to the needs of small businesses, designed and implemented within a Master of Cybersecurity capstone program. The framework outlines a structured four-stage development model that integrates students into real-world consulting tasks while aligning with academic and industry objectives. Human–AI collaboration is embedded throughout the process, combining generative AI tools and domain-specific AI agents with human expertise to support the design, delivery, and refinement of consulting resources. The four stages include (1) AI agent development; (2) cybersecurity roadmap creation; (3) resource development; and (4) industry application. Each stage supports both development-oriented outputs—such as templates, training materials, and client deliverables—and research-oriented projects that explore design practices, collaboration models, and consulting strategies. This dual-track structure enables iterative learning and improvement while addressing educational standards and the evolving cybersecurity landscape for small businesses. This framework provides a scalable foundation for capstone-based consulting initiatives that bridge academic learning and industry impact through Human–AI collaboration.

The final year project (FYP) is considered a capstone course in information technology (IT) programmes and involves the development of a software product. Currently, students are using the traditional software development life cycle approach to manage their FYPs. However, this approach can cause many difficulties. This paper proposes an alternative software development model for managing the FYP in an IT and IT-related degree programmes of study. First, a benchmarking exercise was undertaken to compare the software developed for business purposes with that developed for educational purposes, which took into account the ten project management knowledge areas. The result of this exercise indicated that the differences that exist between business and educational software necessitate the development of a new software development model that is specifically tailored to the development of educational software. Therefore, capability maturity model integration (CMMI) was modified to generate a new version of CMMI – named educational CMMI – which could be used to evaluate educational software projects and detailed mathematical descriptions of the proposed model were composed. As conclusions, the proposed model was then assessed by students’ results and by questionnaire feedback, the results of which showed that the proposed model was both useful and applicable for its intended target users and context.

Agile Methods propose an approach for developing software based on an iterative and incremental life cycle model, in which needs and solutions evolve through collaboration between multi-functional and self-organized teams. As such, agile practices in work teams are gaining much momentum. To meet the demanding level of projects, agile software development also has to keep up with several challenges. In this context, software industry has chosen to use several tools to ease development and communication between different teams' members. However, these tools generate overwhelming volumes of data that hamper decision-making by project managers. To address this issue, we present Scrum Watch , a tool-based approach that focuses on generating, through cloud-based technologies, graphic elements and reports that assist project managers with information to support decision making. Results obtained from an undergraduate Systems Engineering course through a capstone project confirm the feasibility of the proposed approach, which exploits the benefits of the availability and visualization of process and product metrics.

Introduction U.S. Army Reserve Officer Training Corps (ROTC) Advanced Camp (AC) is a month-long capstone course that evaluates Cadet leadership. Although the relationship between sleep and objective performance is well established, less is known about how sleep may impact self-perception of performance, especially in the military context. This study examined the impact of habitual sleep on self-expected and objective AC performance. Methods 577 Cadets (age 22.22 ± 2.74; 74.36% male) completed the Pittsburgh Sleep Quality Index (PSQI) at baseline to measure subjective sleep quality (Global; higher scores indicate poorer sleep quality) and total sleep time (TST) in the month before training. Self-expected AC performance was captured by asking Cadets to estimate what their final performance score would be and objective performance was determined from summary scores from Instructors. Performance discrepancy was calculated as the difference between Cadet’s expected and objective scores. Regression models assessed the predictive utility of habitual TST and Global on performance. Results Ordinal regressions showed that as Global increased, expected AC score also decreased with an OR of .684 (95% CI, -.694 to -.064), Wald χ2(1) = 5.56, p = .018. Further, Global independently predicted performance discrepancies, where the odds of a difference existing between a Cadet’s self-expected and their objective performance was .895 less likely for those with increasing Global (p = .028). Together TST and Global predicted discrepancy magnitude between Cadet self-expected and objective performance, F(2, 349) = 2.99, p = .05, with Global as a independent predictor p < .05. Independent findings related to TST were varied and warrant further testing. Conclusion Cadets with poorer sleep quality prior to AC self-expected to perform worse and had discrepancies between their self-expected and objective performance when compared to those with higher sleep quality. TST enhanced the predictive power of Global when predicting magnitude of performance discrepancy. Therefore future research examining Global, while accounting for TST, is warranted to better understand how sleep may influence self-expectations of military performance. Support (if any) Support for this study came from the Military Operational Medicine Research Program of the United States Army Medical search and Development Command.

This article describes an empirical study to evaluate how the flipped learning (FL) approach has impacted a learner’s perception in attaining the graduate attributes (GAs) of five capstone project units offered at Melbourne Institute of Technology in Australia, where the authors are affiliated. The subjects include one undergraduate and one postgraduate business unit, and one undergraduate and two postgraduate units in networking. Our study is distinguished from previous research in two novel aspects. First, the subject matter concerns capstone project units which are taken by students in the final year of their degree. In these units, students are expected to apply a variety of knowledge and skills that they have acquired thus far in carrying out an industry-based project of substantial complexity. The learning outcomes (LOs) require students to apply skills and knowledge that they have learned across completed units and connect them with real-world problems. Second, the FL approach has been applied wholly in an online virtual classroom setting due to the social distancing restrictions enforced by local authorities in response to the COVID-19 pandemic. Our hypothesis is that FL has positively influenced the perception of learners in their attaining the GAs. We tested this hypothesis by using data collected by an online survey administered to the student cohorts of the five chosen units at the end of Trimester 1 of 2021. The survey, which comprised 14 questions, assesses a student’s perception of achieving the LOs through developments in three dimensions, including cognitive, affective, and behavioural, acquired in a real-world client setting. Statistical analyses of the survey data reveal that the FL approach resulted in a positive perception by students of their attaining the GAs through achieving the LOs of the capstone project units, which in turn is supported by the responses to the three measured dimensions.

Capstone projects have been an established vehicle of student–industry engagement in a university setting. In engineering, capstone projects are a point of transition from student to professional, as student engineers gain practical work experience and apply their technical skills and knowledge for an industry-proposed design, research, and/or development challenge. In this paper, we report on a supplementary program—the Technical Leadership Program (TLP)—which was designed and delivered for students to hone their technical leadership skills within a capstone project. To report on the outcomes of this case study, we use a student-as-partners philosophy to share the case study as a series of vignettes from co-authors who participated in the TLP. These have been collated into four key thematic areas including building awareness through technical leadership; building a personal repertoire of leadership; creating a common platform for collaboration; and transitioning into a professional workplace environment. The reflections are then shown to map to relevant competencies in technical leadership. Alongside these themes, the paper shares the design of the TLP delivery and reflects on the challenges and benefits of this mechanism to enhance student experience.

This paper presents the rationale and structure for a data-centered capstone project that provides an engaging and effective learning experience for students. Groups of students both select topics and self-direct research. Students are responsible for collecting, analyzing, and presenting data in both written and verbal forms. The project cultivates the ability to work as a team, communicate effectively, and explore and interpret data. We describe a method for involving external stakeholders including alumni, Executive Advisory Board members, or community business professionals. Extensive flexibility of the project allows variability in the conceptual focus, types of deliverables, and the mode of delivery.

This article presents an educational approach to applied capstone research projects using a mission engineering focus. It reviews recent advances in mission engineering within the Department of Defense and integrates that work into an approach for research within the Systems Engineering Department at the Naval Postgraduate School. A generalized sequence of System Definition, System Modeling, and System Analysis is presented as an executable sequence of activities to support analysis of operational missions within a student research project at Naval Postgraduate School (NPS). That approach is detailed and demonstrated through analysis of the integration of a long-range strike capability on a MH-60S helicopter. The article serves as a demonstration of an approach for producing operationally applicable results from student projects in the context of mission engineering. Specifically, it demonstrates that students can execute a systems engineering project that conducts system-level design with direct consideration of mission impacts at the system of systems level. Discussion of the benefits and limitations of this approach are discussed and suggestions for integrating mission engineering into capstone courses are provided.