k303 capstone project

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BUS-K 303 Technology & Business Analysis

• Prerequisite(s) : BUS-K201 or BUS-K204 with a grade of C or higher

An introduction to the ways that technology enables and empowers business decision making. In this introductory analytics course, you will learn how companies apply technology tools to prepare, analyze, model and display the information used to manage their business. You will apply these same techniques using spreadsheet modeling and other tools. Credit not given for both BUS-K 303 and BUS-K 304.

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Additional resources

Deloitte & Eli Lilly Analytics Case Competition

January 5 2018

• Microsoft Excel
• Visual Basic For Applications (Macros and User Forms)
• Adobe Photoshop CC (Image Assets and Wireframing)

Introduction

BUS-K303: Technology and Business Analysis has been one of my favorite classes during my time at IU. This course is the reason why I have been drawn to the world of stats and programming. Through the semester, I learned the true power of Microsoft Excel and realized that it is much more than just a tool to add numbers. Using different types of functions, we learned how to clean data for analysis. We also studied how to create effective data-visualizations. Later, the class was introduced to the realm of statistics, where we were taught how to solve simple linear optimization problems using the built-in plugins for Excel. The last leg of this course was devoted (my favorite, and possibly life-changing) to the introduction to uncertainty. This class was my first exposure to the statistical concepts like central limit theorem, probability distributions and law of large numbers. Realizing that there is order among chaos simply blew my mind. We spent the remainder of the semester creating Monte Carlo Simulations using data tables and random variables. For the final project, the class was split into teams of four-five students to solve a case sponsored by Deloitte & Eli Lilly and Company.

Case Premise

Springfield Beans is a gourmet coffee shop located in a Midwestern college town. The shop opened in June of 2013 and has been steadily growing their client base, as well as expanding their product offerings. They offer a wide variety of specialty coffee and espresso-based drinks. Springfield Beans roasts all their coffee in-house. They purchase raw coffee beans from a few different sources, partnering with companies and farms that are known for their high-quality, ethically-sourced coffee beans. In addition to being used in the drinks that they prepare in the shop; the freshly roasted coffee beans are also sold in packaged form in their retail shops. They offer a variety of whole-bean coffees in a variety of package sizes. Recently, the owners were approached about purchasing, roasting, and selling a new line of specialty coffee beans from a “one-time” harvest from an innovative organic coffee plantation in Columbia. This would be a highly-specialized coffee that would be very desirable to coffee enthusiasts. The coffee plantation in Columbia expects this crop to be ready sometime late next year, and they expect it will yield somewhere around 800 pounds of coffee beans per acre. Of course, both the harvest date and the yield will depend on weather and other factors. These uncertainties are something that must be considered, along with demand to determine whether this is a good option for the coffee shop, and if so, what is the best way to offer this product to their customers.

Task Assigned

We were presented with the case in two parts. In part 1, we would analyze existing data to understand trends associated with whole bean coffee sales. These trends would help us explain the demand for whole bean coffee at the coffee shop. In part 2 of the case, we were asked to create a model to help the coffee shop understand all the factors that may influence the outcomes of the decision they are facing. A great deal of uncertainty is involved, and they have several decisions to consider, all of which will influence their profitability.

Our team was instructed to create a tool for our clients that they could use to perform a risk analysis easily. To create the software tool user-friendly and intuitive, I learned Visual Basic for Applications (VBA) over thanksgiving break and learned how to program macros and functions in Excel. The tutorials for which can be found Here . The following are the screenshots of the software my team created.

Home page of the software

UI for the user to make changes to the uncertainties assumed

Results of the Monte Carlo Simulation

Visualization Dashboard of the data analyzed

Carnegie Mellon University School of Computer Science

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.

Contact us to get started

Sponsorship

Sponsors can expect.

• 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.
• Exposure to innovative, insightful ideas.
• Access to highly trained students for problem-solving and recruitment purposes.
• Developing relationships with world-renowned faculty.
• Building brand awareness within the campus community.
• Input on the problem statement from Carnegie Mellon professor(s).
• Licensing options to student work product(s) developed during the course.

Requirements

• A problem to solve and/or data to analyze.
• A company mentor who is available for a specified number of contacts and meetings with the student team.
• A signed Educational Project Agreement.
• Payment of the capstone fee.

Sample Project Themes

• Develop a new technology product offering (from ideation to commercialization).
• Optimize a delivery distribution network.
• Complete customer discovery.
• Develop autonomous robots.
• Perform market analysis.
• Implement AI systems responsive to market needs.
• Conduct technical research and feasibility evaluation.
• Evaluate privacy-enhancing technologies for organizations.

Learn About Capstone Opportunities

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.

At-A-Glance

• Facts & Figures
• Accreditations
• Maps and Directions
• Faculty Distinctions, Awards and Honors
• Engineering Honors
• Computer Engineering
• Global Programs
• Student Organizations
• Peer Teachers
• Fast Track: Optimizing the transition from Undergraduate to Graduate Studies
• Admissions and Aid
• Entry to a Major Process
• Scholarships and Financial Aid
• Research Areas
• Undergraduate Research
• Seminars and Distinguished Lectures
• Industry Capstone Program
• Industrial Affiliates Program

Spring 2023 Capstone Projects

Company sponsors.

Our spring 2023 company sponsors for capstone projects were:

• DoD U.S. Army Combat Capabilities Development Command (DEVCOM)
• Lockheed Martin
• Sandia National Labs
• Texas A&M College of Nursing

Give n Share

The project built Give n’ Share, a mobile app whose main goal is to reduce waste and promote sustainability habits by providing a platform for users to give and share things they do not use or need anymore. Research area: AI, ML, NLP.

BRL-CAD Visualization

The system auto-generates beautiful concise one-page summary reports of 3D geometry models in BRL-CAD, an open-source computer-aided design (CAD) system. The report contains visual, textual, and contextual information about a given 3D model. Research Area: Graphics, visualization and computational fabrication.

L3Harris Vader SC

The project Vader SC auto-generates software documentation for all functions from existing code that has not been documented. Large language models (e.g., GPT-J, Llama, and Code T5) chosen by the user were used to generate source code comments. Research Area: AI, ML, NLP.

Lockheed Martin Project Speakeasy: Easy End-To-End Encryption

Painlessly encrypt and decrypt your files without the need for remembering a password or cryptographic key. The only thing you need to bring is yourself! Research area: Cybersecurity.

Sandia Waveform Analysis Sandstone

The project created a simple and user-friendly command line tool with GUI that analyze complex waveforms related to electrical equipment, including waveform clean up (i.e., noise removal), and report generation containing statics of the user’s choice. Research Area: Data science.

College of Nursing IntelligentCHILD

A highly efficient search engine tailored to provide users with high-quality curated resources on maternal healthcare and pregnancy-related topics. The application is accessible to people without a medical background, facilitating easy comprehension of the resources presented. Research Area: AI, ML, NLP.

 MiG 3 main list    +

 Mikoyan Gurevich MiG 3 172IAP For the Party of Bolsheviks with Nikolai Sheyenko May 1942 01

Mikoyan-Gurevich MiG-3

National origin:- Soviet Union Role:- Fighter Interceptor Manufacturer:- Mikoyan-Gurevich Designer:- First flight:- 29th October 1940 Introduction:- 1941 Status:- Retired 1945 Produced:- 1940-1941 Number built:- 3,422 Primary users:- Soviet Air Forces (VVS); Soviet Air Defence Forces (PVO); Soviet Naval Aviation Developed from:- Mikoyan-Gurevich MiG-1 Variants:- Mikoyan-Gurevich I-211 Operational history MiG-3s were delivered to frontline fighter regiments beginning in the spring of 1941 and were a handful for pilots accustomed to the lower-performance and docile Polikarpov I-152 and I-153 biplanes and the Polikarpov I-16 monoplane. It remained tricky and demanding to fly even after the extensive improvements made over the MiG-1. Many fighter regiments had not kept pace in training pilots to handle the MiG and the rapid pace of deliveries resulted in many units having more MiGs than trained pilots during the German invasion. By 1 June 1941, 1,029 MIG-3s were on strength, but there were only 494 trained pilots. In contrast to the untrained pilots of the 31st Fighter Regiment, those of the 4th Fighter Regiment were able to claim three German high-altitude reconnaissance aircraft shot down before war broke out in June 1941. However high-altitude combat of this sort was to prove to be uncommon on the Eastern Front where most air-to-air engagements were at altitudes well below 5,000 metres (16,000 ft). At these altitudes the MiG-3 was outclassed by the Bf 109 in all respects, and even by other new Soviet fighters such as the Yakovlev Yak-1. Furthermore, the shortage of ground-attack aircraft in 1941 forced it into that role as well, for which it was totally unsuited. Pilot Alexander E. Shvarev recalled: "The Mig was perfect at altitudes of 4,000 m and above. But at lower altitudes it was, as they say, 'a cow'. That was the first weakness. The second was its armament: weapons failure dogged this aircraft. The third weakness was its gunsights, which were inaccurate: that's why we closed in as much as we could and fired point blank." On 22 June 1941, most MiG-3s and MiG-1s were in the border military districts of the Soviet Union. The Leningrad Military District had 164, 135 were in the Baltic Military District, 233 in the Western Special Military District, 190 in the Kiev Military District and 195 in the Odessa Military District for a total of 917 on hand, of which only 81 were non-operational. An additional 64 MiGs were assigned to Naval Aviation, 38 in the Air Force of the Baltic Fleet and 26 in the Air Force of the Black Sea Fleet. The 4th and 55th Fighter Regiments had most of the MiG-3s assigned to the Odessa Military District and their experiences on the first day of the war may be taken as typical. The 4th, an experienced unit, shot down a Romanian Bristol Blenheim reconnaissance bomber, confirmed by postwar research, and lost one aircraft which crashed into an obstacle on takeoff. The 55th was much less experienced with the MiG-3 and claimed three aircraft shot down, although recent research confirms only one German Henschel Hs 126 was 40% damaged, and suffered three pilots killed and nine aircraft lost. The most unusual case was the pair of MiG-3s dispatched from the 55th on a reconnaissance mission to PloieÅŸti that failed to properly calculate their fuel consumption and both were forced to land when they ran out of fuel. Most of the MiG-3s assigned to the interior military districts were transferred to the PVO where their lack of performance at low altitudes was not so important. On 10 July 299 were assigned to the PVO, the bulk of them belonging to the 6th PVO Corps at Moscow, while only 293 remained with the VVS, and 60 with the Naval Air Forces, a total of only 652 despite deliveries of several hundred aircraft. By 1 October, on the eve of the German offensive towards Moscow codenamed Operation Typhoon, only 257 were assigned to VVS units, 209 to the PVO, and 46 to the Navy, a total of only 512, a decrease of 140 fighters since 10 July, despite deliveries of over a thousand aircraft in the intervening period. By 5 December, the start of the Soviet counter-offensive that drove the Germans back from the gates of Moscow, the Navy had 33 MiGs on hand, the VVS 210, and the PVO 309. This was a total of 552, an increase of only 40 aircraft from 1 October. Over the winter of 1941-42 the Soviets transferred all of the remaining MiG-3s to the Navy and PVO so that on 1 May 1942 none were left on strength with the VVS. By 1 May 1942, Naval Aviation had 37 MiGs on strength, while the PVO had 323 on hand on 10 May. By 1 June 1944, the Navy had transferred all its aircraft to the PVO, which reported only 17 on its own strength, and all of those were gone by 1 January 1945. Undoubtedly more remained in training units and the like, but none were assigned to combat units by then.

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IN PROGRESS | River Discoveries: Dive into Nature in Montgomery County’s Local Waterways

IGC Capstone Project  | Interfaces of Global Change

River discoveries: dive into nature in montgomery county’s local waterways, student members:.

• Emma Hultin , Fish and Wildlife Conservation
• Priscila Dos Reis Cunha , Fish and Wildlife Conservation
• Bridget Re , Fish and Wildlife Conservation 
• Zoie McMillan , Fish and Wildlife Conservation 
• Elaine Metz , Fish and Wildlife Conservation

Faculty Mentors:

• Dr. Holly Kindsvater , Fish and Wildlife Conservation

In Progress (Initiated March 2024)

This project involves hosting a snorkeling event in collaboration with the New River Land Trust (NRLT) to foster environmental education and awareness among young middle school students in Montgomery County, VA. Through this event, students will be introduced to the rich biodiversity and ecological significance of their local waterways while engaging in hands-on learning experiences.

Our educational objectives are to 1) increase environmental awareness by teaching students the importance of local river ecosystems and the need for their conservation, 2) enhance students’ knowledge of the species inhabiting the river ecosystem, and 3) foster a sense of stewardship and community involvement that can be carried on in perpetuity by the NRLT through the continued use of our deliverables.

To accomplish our objectives, we will conduct a guided snorkeling event along a designated section of the New River to observe and document aquatic life. The students will then learn to identify common river species and understand their role in the aquatic environment through the creation of their own field notebook that they will be able to continually add to.

To evaluate the success of the event, we will design a pre-  and poststudy survey aimed at assessing how well the event achieved our objectives. Through this capstone we hope to inspire a lifelong appreciation for the local river ecosystem and empower young students to become stewards of their environment while helping the NRLT establish a repeatable educational program.

The Interfaces of Global Change IGEP provides PhD students with a unique intellectual focus and training.

Each igc fellow gains depth in their specific scientific area of expertise (e.g. biology or engineering), while simultaneously gaining breadth in the multifaceted realm of global change and the science-policy interface..