Department of Homeland Security Science and Technology Directorate: Developing Technology to Protect America

In response to a congressional mandate and in consultation with Department of Homeland Security's (DHS) Science and Technology Directorate (S&T), the National Academy conducted a review of S&T's effectiveness and efficiency in addressing homeland security needs. This review included a particular focus that identified any unnecessary duplication of effort, and opportunity costs arising from an emphasis on homeland security-related research. Under the direction of the National Academy Panel, the study team reviewed a wide variety of documents related to S&T and homeland security-related research in general. The team also conducted interviews with more than 200 individuals, including S&T officials and staff, officials from other DHS component agencies, other federal agencies engaged in homeland security-related research, and experts from outside government in science policy, homeland security-related research and other scientific fields.Key FindingsThe results of this effort indicated that S&T faces a significant challenge in marshaling the resources of multiple federal agencies to work together to develop a homeland security-related strategic plan for all agencies. Yet the importance of this role should not be underestimated. The very process of working across agencies to develop and align the federal homeland security research enterprise around a forward-focused plan is critical to ensuring that future efforts support a common vision and goals, and that the metrics by which to measure national progress, and make changes as needed, are in place

Resources for instructors of capstone courses in computing

Most computing programs now have some form of integrative or capstone course in which students undertake a significant project under supervision. There are many different models for such courses and conducting these courses is a complex task. This report is intended to assist instructors of capstone courses, particularly those new to the model of teaching and learning inherent in the capstone course.This paper discusses important issues that must be addressed when conducting capstone courses. These issues are addressed through a series of questions, with answers reflecting the way that different institutions have chosen to handle them, and commentary on the impact of these different choices. These questions include: Goals of the Course; Characteristics of Projects; Project Deliverables; Sponsors; Teams; Prerequisites and Preparation; Grading and Assessment; Administration and Supervision; and Reflection, Analysis and Review.Subsequently we present information about the companion Web site, intended as an active repository of best practice for instructors of capstone projects. The Web site will have examples of information about capstone courses and materials used by instructors. Readers are invited to contribute content to this site. The paper concludes with a bibliography of additional reference material and resources

THE CAPSTONE EXPERIENCE COURSE IN AGRICULTURAL CURRICULUM

Capstone courses are being developed in colleges of agriculture in response to demands from agribusiness firms, students, and other university stakeholders. With data from a faculty survey, the factors affecting the success of capstone courses in agricultural economics as well as other agricultural disciplines are identified.Teaching/Communication/Extension/Profession,

Harmony in Purpose: The Key Role of Organizational Values in Nonprofit Collaboration and Cross-Sector Partnerships

This research paper aims to evaluate the role of organizational values in partner selection for nonprofit collaboration and cross-sector partnerships. In today\u27s complex social landscape, organizations increasingly recognize the need to collaborate across sectors to address multifaceted challenges effectively. Partner selection is a critical process in establishing successful collaborations, as it determines the alignment of values, goals, and working approaches between participating organizations. Drawing upon existing literature on collaboration and organizational values, this study seeks to investigate whether organizational values influence the partner selection process in nonprofit collaboration and cross-sector partnerships. The research will employ a single method approach to gather comprehensive data and insights. The qualitative interviews will be conducted with a select group of participants to gain deeper insights into their experiences and decision-making processes related to partner selection. By analyzing the interview transcripts, this research aims to uncover patterns, themes, and trends regarding the role of organizational values in partner selection. The findings of this research will provide valuable insights into the factors influencing partner selection decisions and shed light on the importance of organizational values in fostering successful and sustainable collaborations. It will contribute to the existing knowledge and understanding of effective partnership formation in the nonprofit and crosssector contexts. Ultimately, this research aims to contribute to the advancement of crosssector collaboration theory and practice by highlighting the significance of organizational values as a key determinant in partner selection

Effective approach in making Capstone project a holistic learning experience to students of undergraduate computer science engineering program

Final year or Capstone Project is the final and important phase of the undergraduate curriculum in a Computer Science Engineering program. Final year project is a course where all the skills learnt by the students in the course are applied and evaluated. The important aspects in the delivery of this course are (i) developing a model to train the students to deliver quality project work and documentation, (ii) effective evaluation of the student based on rubrics which are mapped to the course outcomes (iii) Calculate program outcome and course outcome attainment and make necessary changes to improve the delivery of the course (iv) Map the feedback from stakeholders as per graduate attributes and measure performance. This paper discusses the approach followed for three academic years 2014-2017 on a batch of 180 students per year. Training sessions, evaluation rubrics, usage of project management tools, mapping performance of the students with the outcomes of the course and program, feedback from the stakeholders like companies and students themselves gives a clear view of improvement of the performance of the students during the Final Year Project course in three yearsPeer Reviewe

Structural conditioning and mediation by student agency : a case study of success in chemical engineerng design

The study, informed by Bhaskar’s realist philosophy for social science, seeks to provide an explanation for the differential success rates in a final year chemical engineering design course

Public Administration 2018 APR Self-Study & Documents

UNM School of Public Administration APR self-study and review team report for Fall 2018, fulfilling requirements of the Higher Learning Commission

Disruptive Innovation: Enabling Practitioners to Tackle the "Innovators Dilemma" With Graphical Techniques - A Focus on Resource Allocation

This paper presents the findings of part of a 30 month investigation, conducted to better understand the persistent failure of management practitioners to fund potentially disruptive innovations. A Mode 2 case study strategy was employed. The iterative transfer of knowledge, between four industrial cases and academia, has successfully culminated in new academic understanding of disruptive innovation and guidance for practitioners. It was found that funding decisions are mainly constrained by mental not physical processes. Organisations wishing to pursue disruptive innovations can challenge psychological attachments to incrementalism, and overcome the funding barrier, with a holistic understanding delivered through graphical portfolio tools

Characterising a capstone within a foundation learning programme

Abstract This paper uses a framework for considering projects in computing education to describe a "foundation capstone" within an introductory sub-degree computing programme. The intention is to provide a framework for considering whether the prior research into capstone projects in computing degrees can be used to inform pedagogy in this "foundation capstone". The paper concludes that while many aspect as align, the primary difference is in the nature and amount of academic supervision required in this programme

Learning Through Collaboration and Competition: Incorporating Problem-Based Learning and Competition-Based Learning in a Capstone Course

This article discusses an innovative capstone course to prepare students to be more business-ready upon graduation. By combining aspects of problem-based learning (PBL) and competition-based learning (CBL), a new undergraduate course allows students to gain practical experience while applying classroom knowledge to real business problems. Students are organized into teams of three to five and act as “consultants” to local businesses. Student consultants then develop and present competing recommendations (similar to the television show The Apprentice) to high-level managers within the organizations. Benefits from this course accrue not only to students, but also to faculty members, area businesses, and the college. Details are provided to enable the course to be adopted in other undergraduate programs