harvard university capstone project

 Wednesdays @ 12:45pm - 3:00pm SEC LL2.223 (Allston Campus)

Capstone research project course, ac297r, fall 2022 weiwei pan, founded by the institute for applied computational science (iacs)'s  scientific program director,  pavlos protopapas , the capstone research course is a group-based research experience where students work directly with a partner from industry, government, academia, or an ngo to solve a real-world data science/ computation problem. students will create a solution in the form of a software package, which will require varying levels of research. upon completion of this challenging project, students will be better equipped to conduct research and enter the professional world. every class session includes a guest lecture concerning various essential skills for one's career -- from public speaking, reading and writing research papers, how to work remotely on a team, everything about start-ups, and more..

• Utility Menu

Guide to the ALM Capstone Project

Customstyles.

• Course Catalog

Global Development Practice Capstone

"Looking forward to teaching the Global Development Practice capstone in 2021! I anticipate a highly rewarding and inspiring experience that will help build the careers of aspiring development leaders during the decade for climate action. Through my experience, I will support the work in the capstones to enable students to start creating global partnerships, to work together with a client-organization towards sustainable development goals, while gaining skills and practical knowledge in their chosen professional pathway.” — Judith Rodríguez, Instructor

The Master in Global Development Practice (GDP) is an interdisciplinary graduate degree program, which prepares students to better identify and address the challenges of sustainable development. GDP programs generally consist of coursework in four intersecting disciplines—health, natural, social, and management sciences—combined with cross-sectoral field training. The capstone course, DEVP E-599, Global Development Practice Capstone, satisfies the “field training” requirement for GDP students. The capstone provides an opportunity for you, the student, to gain real-world experience to carefully design, research, and develop an actionable Sustainable Development Plan for the student’s client.

Registration for the capstone is the same as a course, but your capstone topic and capstone proposal must be approved many months in advance by registering in the noncredit, DEVP E-598, Global Development Practice Precapstone Tutorial.

To support your research, we recommend you review Harvard Library's information. Visit guides by subject , and choose subjects related to your area interest, including international development (under economics. George Clark is Harvard Library's environment and sustainability reference librarian.

Judith Irene Rodriguez, MA, Senior Research Associate, Zofnass Program for Sustainable Infrastructure, Harvard Graduate School of Design and Research Specialist, Healthy Cities Lab, Harvard T.H. Chan School of Public Health

Course Links 

Global Development Practice Precapstone Tutorial (Fall 2023:  DEVP E-598 ) (Spring 2024: DEVP E-598 )  Global Development Practice Capstone  (Spring 2024:  DEVP E-599 ) (Summer 2024: DEVP S-599 )

• DEVP E-599 Capstone Course
• DEVP E-598 Precapstone Tutorial
• Development Plan (Typical Outline)
• Course Sequencing and Timeline
• Examples of Past GDP Projects

• Utility Menu

SEAS Design & Project Fair

• Engineering Design Projects (ES 100)

ES 100 is a year-long capstone course for Harvard seniors. Each student in the course designs and completes a creative project that solves a specific, real-world problem.

Scroll to see more projects.

• Coupling Multiple Particle Levitation with Mass Spectrometry: Simulation and Assessment of the Quadrupole Design
• SmartPass: a Non-Contact COVID-19 Screening System
• Modeling Enzymatic Recycling of Carbon Dioxide in Akaline Electrolytes
• Estill County Water District Distribution System Hydraulic Model

Title : Coupling Multiple Particle Levitation with Mass Spectrometry: Simulation and Assessment of the Quadrupole Design

Members : Amy Brooke

About : Chemistry in atmospheric aerosol particles affects climate and human health. Particle levitation is a novel experimental approach in atmospheric research, enabling the study of chemistry in authentic surrogates of atmospheric aerosols. Such controlled, multi-day studies that attain a high chemical specificity can be achieved using single-particle levitation coupled to mass spectrometry. High measurement uncertainty due to slow experimental throughput is a major limitation of the technique, which could be improved with levitation of multiple particles simultaneously, but this requires evaluation. In this work, the methodology of coupling multiple particle levitation in a linear electrodynamic quadrupole to mass spectrometry is investigated through an assessment of the stable trapping and sequential retrieval of multiple particles, using the ion optics field and trajectory software SIMION. Two designs, a capped linear quadrupole and a segmented quadrupole are evaluated and compared. Using technical specifications developed with the client, optimal operation procedures are established to reduce particle deviation and instability and increase retrieval efficiency. The parameter space, which consists of electric field parameters and the purge gas rate, was evaluated and its sensitivity to mass assessed. Both designs accomplish trapping and retrieval of at least five particles simultaneously. Therefore, we find that coupling multi-particle levitation in a quadrupole with mass spectrometry is a feasible methodology, capable of enhancing the throughput of current instrumentation. Furthermore, it is especially reliable when using the novel segmented quadrupole design, over the capped linear quadrupole design, which enables a highly systematic particle retrieval mechanism with a 100% retrieval efficiency.

Title : SmartPass: a Non-Contact COVID-19 Screening System

Members : Jamie Caines, Daniela Villafuerte

About : SmartPass is a non-contact COVID-19 screening system for building entry that records and analyzes vital signs as well as performs face mask detection for users seeking entrance. It uses these data in an algorithm to determine clearance for the user.

Title : Modeling Enzymatic Recycling of CO in Alkaline Electrolytes

Members : John Daley

About : A potential strategy for meeting long term climate goals is electrochemical reduction of CO2 using renewable energy. One key barrier to the commercial viability of this strategy is the loss of CO2 gas from the anolyte through a multi-step chemical process. The goal of this project is to design a novel gas diffusion electrode system that incorporates a carbonic anhydrase catalyst for efficient recycling of CO2 from alkaline electrolytes. The design will be modeled using COMSOL Software to optimize chemical and physical parameters. Ultimately, the Nocera lab will use these results to build and test a physical CO2 electrolyzer.

Title : Estill County Water District Distribution System Hydraulic Model

Members : Caleb Stickney

About : A hydraulic model of the Estill County Water District drinking water distribution system developed in the KYPIPE software, useful for identifying problem locations and optimizing distribution system functionality

• Pollution-Minimal Energy Storage: A Mechanical Battery for Application in Human-Powered and Lightweight Transport
• Design, Model, and Characterization of Actuated appendage for HAMR
• Image-Guided Photodynamic Therapy for Treatment of Early-Stage Oral Cancer in Low Resource Settings
• Design and Validation of an Easily Machined CubeSat Structure

Title : Pollution-Minimal Energy Storage: A Mechanical Battery for Application in Human-Powered and Lightweight Transport

Members : Charles Biggs

About : This project was centered on designing a mechanical battery that is competitive with modern batteries but which does not require the mining of environmentally damaging materials. It is meant to replace or at least compete with modern electric transportation solutions.

Title : Design, Model, and Characterization of Actuated appendage for HAMR

Members : Kahlil Wassell

About : This project involved the design and testing of an actuated tail for the micorobot HAMR that would help with bump traversal.

Title : Image-Guided Photodynamic Therapy for Treatment of Early-Stage Oral Cancer in Low Resource Settings

Members : Jessica DeVilla

About : India has long been regarded as the oral cancer capital of the world where it accounts for over 30% of all reported cancers in the country. Due the lack of medical infrastructure, the burden of oral cancer in rural areas is especially high. To improve treatment access and efficacy in low resource settings, recent efforts have involved the development of low-cost, smartphone-based modalities for delivery of photodynamic therapy (PDT), a non-invasive method of oral cancer treatment and imaging. The aim of this project was to improve upon an existing platform for PDT delivery by implementing an automated image processing pipeline for oral tumor image analysis and treatment monitoring. An algorithm was developed to identify regions of interest from a clinical dataset and to output tumor parameters relevant for treatment monitoring and evaluation. This work presents a significant advancement to a low-cost oral cancer treatment delivery and monitoring platform which would contribute to improved treatment outcomes and quality of life in patients with cancer in low resource settings.

Title : Design and Validation of an Easily Machined CubeSat Structure

Members : Joseph Sanchez

About : To address the issues of cost vs time spent on CubeSats in hopes of increasing the mission success rate, I developed an easily manufactured CubeSat structure and have released its design under an opensource hardware license.

• Out of Bounds Detection: Live Electrical Positional Tracking of a Soccer Ball
• Automated and Self-Contained Aerobic Composter for Home Use
• Buoyancy Control Unit (BCU) for Soft Robotics Education Kit

Title : Out of Bounds Detection: Live Electrical Positional Tracking of a Soccer Ball

Members : Fahad Alkhaja

About : This project is an electronic position tracking system that aims to detect whether a soccer ball is out of bounds by live tracking its position on a field using a combination of both GPS and IMU. This system, when placed in a soccer ball, will help referees make accurate decisions faster and eliminate the need for inconclusive video replays. Three corners of a soccer field are saved as calibration points. Then, field dimensions are calculated and the position detection algorithm is able to position the ball on the field and make the out of bounds determination and transmit that result.

Title : Automated and Self-Contained Aerobic Composter for Home Use

Members : Eileen Egolf

About : For this project I design a small-scale composter intended for residential use to address the problem of landfilled food waste. The composter is designed to be used indoors like a typical kitchen trash can and can accommodate the continuous addition of food waste from an average household. If widely used, this composter could significantly reduce the environmental impact of landfilled food waste.

Title : JazzMaster

Members : Alexander Mariona

About : JazzMaster is an automated accompaniment system for jazz music which is capable of generating a musically-appropriate harmony in real time for a musician who is playing a jazz melody, including improvisations.

Title : Buoyancy Control Unit (BCU) for Soft Robotics Education Kit

Members : Robert Jomar Malate

About : In order to expand the underwater functionality of a soft robot mermaid prototype, I developed a buoyancy control unit (BCU) to control the depth of the robot. This BCU provides a foundation for future functionality to be built onto the robot. As part of the Soft Robotics Toolkit, this robot is part of a greater effort to design a soft robotics education kit, aimed at introducing students to the field of soft robotics. 

• Modeling an Electric-Powered Jet Propulsion System for Commercial Aviation Applications
• Low-Cost, Educational Wind Tunnel
• Optimization of Multi-family Housing Designed with Earth and Concrete
• Engineering Pulmonary Monocusp Leaflets for Right Ventricular Outflow Tract Reconstruction in Neonates

Title : Modeling an Electric-Powered Jet Propulsion System for Commercial Aviation Applications

Members : Ahmad Saaid

About : This project consists of a series of exploratory computational models of a novel electric jet propulsion technology which utilizes a microwave ionization system to generate a plasma jet by ionizing an injected stream of high-pressure air. The Microwave Air Plasma Propulsion concept is based on the paper “Jet Propulsion by Microwave Air Plasma in the Atmosphere”, published by Ye et al. in May 2020

Title : Low-Cost, Educational Wind Tunnel

Members : John Schmidt

About : My ES100 project was on the design of a low-cost, educational wind tunnel for undergraduate institutions. A lot of work was done with the computational fluid dynamics software COMSOL to iterate on the geometry and structure of the wind tunnel, while some work was done on simulating a power plant setup with a physical build. The finished project included 3D models of the full wind tunnel with a bill of materials listing each part. This was definitely a great learning experience in being resourceful, especially considering that everything was done at home. A full, final physical build is shown.

Title : Optimization of Multi-family Housing Designed with Earth and Concrete

Members : Juliet Nwagwu Ume-Ezeoke

About : The outcome of this project was a software for generating optimal parameters defining structural and facade systems for multi-story homes in order to minimize their financial and environmental cost, while maximizing indoor comfort of occupants. The technique hinged on designing to the strengths of concrete, the world's most popular building material, and compressed earth, its more sustainable alternative.

Juliet Nwagwu Ume-Ezeoke recording (video)

Title : Engineering Pulmonary Monocusp Leaflets for Right Ventricular Outflow Tract Reconstruction in Neonates

Members : Nina Uzoigwe

About : This thesis presents a geometrically optimized pulmonary monocusp leaflet for right ventricular outflow tract reconstruction in neonates. With isotropic material properties resembling expanded poly-tetrafluoroethylene, it was adjusted for free edge length and axial height based on dynamic mesh simulations within COMSOL Multiphysics Software. This was performed until markers of pulmonary regurgitation, namely orifice size during maximum closure and coaptation height with the vessel wall, were less than 1% and greater than 3mm, respectively, during a 15-20% increase in vessel diameter. This novel work presents the first leaflet of its kind that can withstand wider vessel diameters resulting from patient growth.

• Trike Eco-Car
• Exploiting Multi-Agent Cumulative Reward to Speed Up Reinforcement Learning
• A Fully Synthesizable Phase-Locked Loop
• A Probabilistic In-band network Telemetry CHeckER (PITCHER)

Title : Trike Eco-Car

Members : Allan Cramblitt

About : A look at developing an automotive prototype with reverse three wheel and tandem passenger seating design for improved fuel consumption values.

Title : Exploiting Multi-Agent Cumulative Reward to Speed Up Reinforcement Learning

Members : Victor Qin

About : Future robotic systems are multi-agent systems, comprised of smaller robotic systems that required deep reinforcement learning (RL) methods to control. While these methods are powerful, they require a lot of data, and current parallel RL methods (where multiple agents try to solve the same problem) depend on piling together data and updates to make better policies. I designed a new parallel RL method that builds better global policies by taking a weighted average of all agent policies, and tested it on a inverted pendulum and quadcopter environment. My method showed good improvement over the single-agent RL algorithm, with potential to demonstrate these improvements on more algorithms and platforms.

Title : A Fully Synthesizable Phase-Locked Loop

Members : Matthew Giles

About : I design a circuit that takes in a 50 MHz reference clock signal and steps it up to 800 MHz to form a clock signal that will be used within a chip design project that a research group on campus is working on. The circuit used is a phase-locked loop (or PLL), and this particular design is made using only digital circuitry and can be synthesized using only standard logic cells, which are the building blocks of digital electronics.

Title : A Probabilistic In-band network Telemetry CHeckER (PITCHER)

Members : Gabriele Oliaro

About : The goal of this project is to design a real-time telemetry software (PITCHER), with an accuracy that is comparable to the In-Band Network Telemetry (INT) framework, and a greatly reduced reporting rate. In particular, the proposed solution will aim to render the INT collectors capable of automatically filtering redundant or irrelevant telemetry information out, and reporting only the data pointing to some new network event. PITCHER will be useful to network operators, data-center administrators, and internet service providers to perform real-time network monitoring.

• Indoor Composting Chamber for Apartment Dwellers

Title : Indoor Composting Chamber for Apartment Dwellers

Members : Araceli Marcial

About : A gravity-fed, mechanical composting chamber was designed to address the need for indoor composting solutions.

• Applied Computation
• Introduction to Electrical Engineering (ES 50)
• Master in Design Engineering (MDE)

Data Science: Capstone

To become an expert you need practice and experience..

Show what you’ve learned from the Professional Certificate Program in Data Science.

What You'll Learn

To become an expert data scientist you need practice and experience. By completing this capstone project you will get an opportunity to apply the knowledge and skills in R data analysis that you have gained throughout the series. This final project will test your skills in data visualization, probability, inference and modeling, data wrangling, data organization, regression, and machine learning.

Unlike the rest of our Professional Certificate Program in Data Science , in this course, you will receive much less guidance from the instructors. When you complete the project you will have a data product to show off to potential employers or educational programs, a strong indicator of your expertise in the field of data science.

The course will be delivered via edX and connect learners around the world. By the end of the course, participants will understand the following concepts:

• How to apply the knowledge base and skills learned throughout the series to a real-world problem
• How to independently work on a data analysis project

Your Instructors

Rafael Irizarry

Professor of Biostatistics at Harvard University Read full bio.

Ways to take this course

When you enroll in this course, you will have the option of pursuing a Verified Certificate or Auditing the Course.

A Verified Certificate costs $149 and provides unlimited access to full course materials, activities, tests, and forums. At the end of the course, learners who earn a passing grade can receive a certificate. 

Alternatively, learners can Audit the course for free and have access to select course material, activities, tests, and forums.  Please note that this track does not offer a certificate for learners who earn a passing grade.

Introduction to Linear Models and Matrix Algebra

Learn to use R programming to apply linear models to analyze data in life sciences.

High-Dimensional Data Analysis

A focus on several techniques that are widely used in the analysis of high-dimensional data.

Introduction to Bioconductor

Join Harvard faculty in this online course to learn the structure, annotation, normalization, and interpretation of genome scale assays.

• Utility Menu

GA4 Tracking Code

fa51e2b1dc8cca8f7467da564e77b5ea

• Make a Gift
• Join Our Email List

Capstone Projects, 2019-2020

American studies, christofer rodelo.

I worked to support our interdisciplinary community through designing and leading the G3 pedagogy class, hosting various individual workshops, and providing one-on-one consultations. Some of my major accomplishments include revamping our pedagogy colloquium to better suit the needs of American Studies students, developing programming to address questions of diversity and inclusion in the classroom, and responding to emergent needs wrought by the COVID-19 pandemic. I endeavored to solve these issues through connecting students with Bok Center resources and making myself available as a mentor and advocate.

View Christofer's capstone project.

Art, Film, & Visual Studies

Jonathan knapp.

The precise role of the Pedagogy Fellow, and the standards and expectations for the Teaching Workshop organized by this person, have always been a bit unclear in my department. Because of this, I set out to provide a clear series of recommendations for my successors to maximize the impact of the position, which I feel has a great deal to contribute to the culture of the department. I suggest a plan for maintaining institutional memory, and provide a series of recommendations regarding the department’s requirements, and for communicating these requirements to students and faculty alike.

View Jonathan's capstone project.

Chemistry & Chemical Biology

Emily kerr & liz johnson.

One of our key responsibilities is to help run the G1 pedagogy course and support their first teaching assignments. Last year, we refined the process of giving feedback using a Google Form and matching feedback guidelines and saw a positive response to this structure both years. Building on this, we wanted to expand our efforts to support TFs in later teaching terms, including upper level course TFs and head TFs. We had the opportunity to assist all TFs with the transition to remote teaching by creating a repository for helpful resources and helping organize the distribution for online teaching hardware.

View Emily and Liz's capstone project.

Comparative Literature

Hudson vincent.

As a Pedagogy Fellow in Comparative Literature, I helped teach the “Professing Literature” seminar, organized new pedagogy events for the department including a UPF presentation on “An Introduction to Harvard Undergraduate Identities,” and hosted workshops on teaching writing in Junior and Senior Tutorials. In a recent workshop, a timeline like the one linked above generated new insights into our undergraduate curriculum. For example, we noticed that the Junior Tutorial has only two formal assignments during the Fall and early Spring, and we now plan to create a database of model assignments for graduate student teachers to implement in their tutorials.

View Hudson's capstone project.

Christopher Spaide

The purpose of my capstone project, an ongoing Canvas website titled Pedagogy in English, is twofold. For G3s in English becoming first-time Teaching Fellows, Pedagogy in English serves as the full course website for the required pedagogy seminar English 350: Teaching and Professional Development Colloquium, complete with overviews of weekly topics, assignments, relevant links, sample teaching materials, and pedagogy resources. And for English graduate students at any stage of their careers, Pedagogy in English offers an evolving repository of readings, sample teaching and job materials, FAQs, and links to resources inside English, across the university generally, and outside of Harvard.

View Christopher's capstone project.

Madeline Williams

The History Department Teaching Colloquium provides an opportunity to generate enthusiasm, awareness, and buy-in about practices of intentional and reflective teaching. The timing of the graduate program means that TFs are juggling a variety of dissertation-related commitments simultaneous to teaching for the first time. Given this context and a disciplinary preference in History for starting with primary sources, this year we emphasized in-class work with actual examples of pedagogical materials, including but not limited to: sample undergraduate essays; history-specific active learning exercises developed by other instructors; and real History syllabi.

View Madeline's capstone project.

Mathematics

Jun hou fung.

Much of the work I did this year built on the foundations laid by my predecessor, including providing support to our well-established pedagogy course and organizing small workshops. In addition to continuing these efforts, I also created and clarified teaching resources to address contemporary issues, such as new requirements and new positions. I hope this will bolster the initiatives undertaken by future Pedagogy Fellows, and usher in novel perspectives to confront the perennial challenges of awareness and engagement.

View Jun Hou's capstone project.

Near Eastern Languages & Civilizations

Armaan siddiqi.

This year I worked on changing the NELC Doctoral Colloquium’s pedagogy course, based on my own experiences teaching it in the Fall of 2019 as well as feedback from NELC TFs who have taken the course. Employing core principles of pedagogy, each of these sessions seek to instill a core set of teaching tools whose value and purpose will be clearly recognizable and reinforced. Notable changes include shifting the requirement from the G3 year to the Spring of G2 and introducing more NELC faculty-led sessions to inspire enthusiasm for pedagogy and build rapport among the department’s students and faculty.

View Armaan's capstone project.

Javier Caride

The function of this capstone project is two-fold. First, it provides a teaching-fellow-centered website aimed at helping TFs manage discussion sections, especially in courses dealing with ethics. The website provides a backwards-design approach to discussion sections, guiding TFs through the process of identifying learning goals for their discussion sections and finding appropriate strategies for those goals. It also allows TFs to organize strategies by common classroom circumstances and needs. By providing resources specifically for TFs, this project seeks to encourage philosophy TFs to use existing resources to help build a repository of pedagogical resources.

View Javier's capstone project.

Tanya Levari

Instructional Styles in Psychology is a year-long course that all 3rd year psychology graduate students are required to take concurrently with their first year of teaching. The main goals of the course are to provide practical and emotional support for TFs teaching for the first time and to provide opportunities for them to practice, develop, and reflect upon their skills as teacher. These goals are primarily accomplished through classroom discussions, assignments, and guest lectures.

View Tanya's capstone project.

School of Engineering & Applied Sciences

Jovana andrejevic.

Opportunities to practice teaching exist in varied forms at the School of Engineering and Applied Sciences, from the practical, such microteaching sessions and the SEAS Teaching Practicum, to the conceptual, such as pedagogy journal clubs. Here we summarize takeaways from such initiatives this past year, with a focus on concrete suggestions for future Pedagogy Fellows. We propose ideas for a prospective course on the hidden curriculum of graduate school, and skill development workshops applicable to teaching and research alike. We also discuss lessons learned from the transition to remote instruction, and tips shared with current Teaching Fellows that could translate to future online classroom settings.

View Jovana's capstone project.

Joseph Wallerstein

This project showcases an effort to rethink the “hot moments” exercise new TFs do every year in the Department of Sociology’s teaching practicum. The examples in the curriculum, and the design of the exercise, were years old, and it became apparent some of the language was foot-in-mouth. I wrote new examples and altered the format of the exercise. My hope is that future PFs in the department will continue to audit and rework various elements of the teaching practicum's curriculum.

View Joseph's capstone project.

Anthropology

Eric johnson.

My goal for the 2019-2020 academic year was to convert a series of pedagogy workshops into a required course for graduate students in Anthropology. Building from the previous Pedagogy Fellow’s work, I wrote a syllabus which covered the need-to-know basics of teaching in anthropology and beyond. As a “half course” for G2s before they begin TFing, the class met eight times throughout the semester, and assignments struck a balance between useful but not burdensome. I also built the course Canvas site, which serves as a repository for resources, links, bibliography, and schedules of pedagogy-related events in the future.

View Eric's capstone project.

Anna Hopper

This project involves cataloging experiences of moving learning activities online in Spring 2020. This semester provided a unique scenario where both students and faculty did not sign up for online teaching but were thrown into the situation unexpectedly. This is markedly different than when a course is originally designed to be taught online. The project aims to add to the Bok Center's existing resources about teaching online by providing examples of how students and teachers have experienced this semester's unique transitions.

View Anna's capstone project.

Amy Lakeman

In the politically polarized context of contemporary America, university students and instructors can struggle to manage classroom ideological conflict. Students wish to engage in meaningful discussion around contentious topics, and pedagogical literature suggests avoidance is harmful. Yet TFs may feel ill-equipped to respond to challenging discussion topics, particularly if there is an ideological disagreement with students. I surveyed Harvard undergraduates regarding their experiences with ideological conflict in the classroom. I draw on their stories to develop a one-page resource sheet for TFs. In the future, these efforts could be expanded into a workshop for TFs.

View Amy's capstone project.

Kimberly Moore & Kari Taylor-Burt

Clear communication is essential for a successful career in science and beyond. For our Capstone Project, we taught a 6-week Bok Seminar on science communication. Each week we focused on a different aspect of communication, with a corresponding real-world product:, including motivation and audience, storytelling, visuals, teaching, and outreach and informal conversations. We have compiled resources to help future Pedagogy Fellows lead this course, including lesson plans. In the future, we hope that Pedagogy Fellows will be able to incorporate training in modes of online communication including podcasts and social media.

View Kimberly and Kari's capstone project.

Jorden Sharick

This feedback form is designed to collect information about TF experiences during the transition to and work of remote teaching in Spring 2020. The details it gathers could help departments as they prepare for the possibility of remote teaching in Fall 2020 and in their broader efforts to develop durable programs of pedagogical support for TFs. I hope that it serves as a useful tool for reflecting upon and recording the realities of our online teaching in the current moment—and that it contributes to conversations about the value of such reflection for future moments of in-person teaching as well.

View Jorden's capstone project.

Thomas Wisniewski

As a teacher of new teachers, I’ve focused on training graduate students to work on improving their methods of communication by: one, envisioning teaching as public speaking that varies according to the social context in which it’s done; two, practicing leading seminar-style dialogues in lieu of monologues (lectures); and three, taking risks and experimenting with novel pedagogies such as Pre-Texts, which radically decenters and destabilizes traditional structures of authority in the classroom.

View Thomas' capstone project.

Suzanne Paszkowski

Pedagogy by Design is based on pedagogical methods like "backwards design" or "understanding by design," whereby you identify your goals and then plan accordingly. It also captures the notion that seemingly simple "design" elements--for example, when a course meets, how long it lasts, how it is organized--can have a big impact on course success. Combining these two ideas, I had the goal of making the Classics Teaching Colloquium more useful and I accomplished this by implementing some seemingly small design changes, but those changes ended up having a big impact on the G3s' experience of the colloquium this year.

View Suzanne's capstone project.

East Asian Languages & Civilizations

Dana mirsalis.

This document is an outline of an introduction to accessible education workshop that was supposed to be offered in March but was unfortunately cancelled due to the pandemic. It is intended to introduce participants to accessible education, connect them to further resources, and hopefully motivate them to learn more. The first half of this workshop seeks to introduce participants to disability at Harvard, what accommodations are, and how AEO functions. The second half invites them to reflect on their own teaching and how they might be able to make their classrooms more inclusive with Universal Design for Learning.

Sarah James

My goal this year was to institutionalize the major changes that I have made to our department pedagogy course so that future PFs can make adjustments but do not have to start from scratch on building out a curriculum. I expanded the number of required sessions for our pedagogy course, developed a series of "choice" sessions for TFs to chose from, and added in explicit connections to inclusion and equity into each session. My Capstone project consists of a scope and sequence with organized spaces for documenting successes and challenges for each session. I also created a timeline of tasks to help future PFs communicate early and often about pedagogy course expectations.

View Sarah's capstone project.

Linguistics

Tiffany yang.

This is a summary of what I did as the Pedagogy Fellow of Linguistics during my term. I was lucky enough to be appointed this position. It was my honor working with incredible Bok Center mentors and staff. I am pleased that I was able to bring what I learned from PF training to my department. I hope I was helpful to TFs and future TFs in the linguistics department. I look forward to implementing what I learned from the PF program in my career!

View Tiffany's capstone project.

Andrew Friedman

I started my Music Example Repository Project a couple years back so I could always have a few great examples of many music theory concepts at hand when teaching. Pamela Pollock had the wonderful idea of sharing it with the music department's TFs as a capstone project. My hope is that present and future TFs might find it useful, perhaps add to it, maybe begin repositories for musicology, ethnomusicology, composition, and possibly make it interactive with links to scores and sound files. Think of how encyclopedically knowledgeable we'll all look to our students when we can furnish off the top of our head 6 examples of French-augmented 6ths chords resolving to Cadential V4-3 suspensions!

View Andrew's capstone project.

Organismic & Evolutionary Biology

Ava mainieri.

Every 4th year OEB graduate student is required to present their research at a department-wide symposium during the spring of their G4. In preparation for the symposium, I created several workshops to help with public speaking and presentation preparation. These included sessions on oration, figure design, and practice talks. These workshops were designed not only to inspire graduate students to attend, but provide tools applicable to all areas of science communication.

View Ava's capstone project.

Rhine Samajdar

Extensive research on pedagogical practices has underscored time and again the importance of diversity, inclusion, and belonging in classrooms. This capstone project seeks to explore how one can learn from these studies and develop strategies applying this knowledge to everyday teaching, in order to circumvent the problems associated with non-inclusive environments. We also discuss ways of disseminating information about inclusive teaching methods and building awareness thereof, in the context of the Harvard Physics department.

View Rhine's capstone project.

Romance Languages & Literatures

Xiomara feliberty-casiano & matthew rodriguez.

Second language pedagogy theory in practice guided our work this year. In our pedagogy course sequence, we prioritized building a strong community while supporting instructors with observations, recordings, and consultations. We supported the transition to remote teaching with weekly meetings to share online teaching strategies. We shared sample lessons adapted to online teaching with the Language Center. Finally, we helped instructors develop their reflective practice through a panel on teaching and the academic job market.

View Xiomara and Matthew's capstone project.

Slavic Languages & Literatures

Giulia dossi.

My capstone project is a timeline that will hopefully serve as the basis to create a structured pedagogy course in Slavic. I suggest starting by introducing four workshops a year: focusing on teaching in the Fall, professional development in the Spring. Additionally, I started a G2 shadowing program. The idea is to introduce G2s to teaching more gradually, providing them with a space to ask questions and get more information about what to expect in the Fall, and giving them the opportunity to observe some language classes and literature sections taught by their colleagues who are G3s and up.

View Giulia's capstone project.

Nicole Pashley & Sanqian Zhang

This year, we made changes to the pedagogy class in the Department of Statistics based on three themes: 1) Teaching in statistics in a big data world, in which we added themes to microteaching sessions to address the need of teaching coding and communicating with different audiences. 2) Integrating resources, in which we brought in pedagogy content from various sources. 3) Adapting to remote teaching, in which we modified classroom activities into offline assignments to allow for more flexibility in the online learning environment. We believe these changes updated the course in meaningful and relevant ways.

View Nicole and Sanqian's capstone project.

Data Science: Capstone

Show what you’ve learned from the Professional Certificate Program in Data Science.

Associated Schools

Harvard T.H. Chan School of Public Health

What you'll learn.

How to apply the knowledge base and skills learned throughout the series to a real-world problem

Independently work on a data analysis project

Course description

To become an expert data scientist you need practice and experience. By completing this capstone project you will get an opportunity to apply the knowledge and skills in R data analysis that you have gained throughout the series. This final project will test your skills in data visualization, probability, inference and modeling, data wrangling, data organization, regression, and machine learning.

Unlike the rest of our Professional Certificate Program in Data Science, in this course, you will receive much less guidance from the instructors. When you complete the project you will have a data product to show off to potential employers or educational programs, a strong indicator of your expertise in the field of data science.

Instructors

Rafael Irizarry

You may also like.

Data Science: Inference and Modeling

Learn inference and modeling: two of the most widely used statistical tools in data analysis.

Data Science: Probability

Learn probability theory — essential for a data scientist — using a case study on the financial crisis of 2007–2008.

High-Dimensional Data Analysis

A focus on several techniques that are widely used in the analysis of high-dimensional data.

Join our list to learn more

• Presidential Search
• Editor's Pick

Co-Chairs of Harvard Legacy of Slavery Memorial Committee Slam University in Resignation Letter

Animal Rights Protester Dumps Glitter on Harvard President Alan Garber Before Alumni Day Speech

Harvard Corporation’s Newest Member Donates $20 Million for Arts & Humanities, Financial Aid

Universities Nationwide Have Embraced Institutional Neutrality. How Does Harvard’s Report Stack Up?

Jensen Leaves Harvard After 4-Month Tenure as FAS Communications Chief

Harvard Legacy of Slavery Initiative Launches Grant for Projects Co-Led by University Affiliates, Nonprofits

The Harvard and the Legacy of Slavery Initiative will offer annual funding up to $350,000 for long-term projects and $25,000 for smaller projects that address systemic inequities for descendants of slavery, the University announced Monday.

The program, called Request for Proposals, will give grants for projects co-led by Harvard affiliates, excluding alumni and University-affiliated hospital staff, and nonprofits. Projects would be preferably based in Cambridge and Boston. Funding for the inaugural class will begin in July 2024.

Harvard’s landmark 2022 report on its historical ties to slavery recommends both “monetary and nonmonetary” reparative efforts. The program is the first grant program by the Harvard and the Legacy of Slavery initiative.

“We want to fund projects that lead to innovative solutions that address gaps in education, the racial wealth gap, health disparities, and criminal justice reform. These issues disproportionately impact descendant communities,” said Roeshana Moore-Evans, the executive director of the Harvard and the Legacy of Slavery initiative, in an interview with the Harvard Gazette, a University-run publication.

Harvard Provost Alan M. Garber ’76 expressed excitement about the initiative in a Thursday interview. He said the grant program will engage with goals and partners that aren’t typical for a research university.

“It will be designed to ensure that the people who the entire initiative is intended to help will have a voice in how these funds will be used and will help develop activities that we hope will have great impact,” Garber said.

Vice Provost for Special Project Sara N. Bleich echoed Garber’s hope for the project’s impact.

“We hope to establish long-lasting partnerships that will achieve meaningful, transformative impact, and to solve real-world challenges impacting our local communities,” Bleich said to the Gazette.

“This is not an academic exercise. We’re looking to drive real changes for real people in the real world,” she added.

Projects will be evaluated in two stages. First, proposals will be approved by Harvard affiliates and locals from Cambridge and Boston, yet to be assembled. Second, the selected projects will submit full proposals to a committee that includes Kenneth E. Reeves ’72, former mayor of Cambridge; Ruth J. Simmons, Harvard’s senior adviser to the president for HBCU engagement; and Martha L. Minow, the former chair of the Harvard and the Legacy of Slavery Implementation Committee.

The application, which opened Monday, lists two types of proposals: short-term “seed projects,” with a budget of up to $25,000 over one year, and long-term “impact projects,” with a budget of up to $350,000 over two years. Proposals are due in January 2024, and awardees will be announced by April 2024.

—Staff writer Tess C. Wayland can be reached at [email protected]. Follow her on Twitter @tess_wayland .

Want to keep up with breaking news? Subscribe to our email newsletter.

• For Current Students
• For Faculty
• Online Programs

College of Professional Studies

• Office of the Dean
• Our Roadmap
• Our Faculty
• Visiting Scholar-Practitioner Program
• Schools & Centers
• Bachelor's Programs
• Master's Programs
• Graduate Certificate Programs
• Semester in Washington
• Non-Credit Programs
• Programs by Location
• Undergraduate Admissions
• Graduate Admissions
• International Student Admissions
• Financial Aid Opportunities
• Admitted Students
• New Student Orientation Guide
• Student Policies & Procedures
• Open Positions
• Program Completion
• Commencement
• Register for Courses
• CPS Newsletter
• The Professionals Podcast
• Professional Access Roundtables
• Fahrenkopf-Manatt Endowed Lecture Series
• Paul O'Dwyer Endowed Forum for Political Ethics
• Past Events

Sustainable Urban Planning Students Showcase Capstone Projects

Four spring 2024 graduates presented their Capstone Projects on May 10th to an enthusiastic audience at GW’s Arlington Education Center. The in-person event was open to students, alumni, faculty and the public, as well as live-streamed to far-flung families and friends.

The Capstone is the culminating experience for students in the master’s program in Sustainable Urban Planning (SUP) . Students complete individual projects to showcase the knowledge, skills and abilities they have learned. Students’ research projects are used to demonstrate mastery of the program’s key skills and knowledge. Students often share their capstone and studio projects with prospective employers and on LinkedIn to show that they can do professional-level planning work. Each capstone project has a specific audience who can use the student’s work to advance their goals.

"The capstone project is the culmination of each student’s experience in our program and the showcase is their opportunity to share that work with our community. I’m so proud of each of our spring graduates and their accomplishments."

Dr. Sandra Whitehead Program Director, Sustainable Urban Planning Program

Jason Kendall

Triple Bottom Line - Ecosystem Services with Native Plant Design

Native plants are uniquely adapted to local conditions and provide numerous ecological, social, and economic benefits compared to non-native species.  This work examines the advantages of using native plants in landscape design through the lens of the triple bottom-line framework: planet, people, and profit. Native plant landscapes support biodiversity, provide habitat for wildlife, improve soil health, reduce water consumption, and require less maintenance than traditional lawns and gardens.  Native plants also offer psychological and physical health benefits to people by reducing stress, improving air and water quality, and limiting exposure to harmful pesticides and fertilizers that lead to acute and chronic diseases. From an economic perspective, case studies demonstrate that the public has a high willingness to pay for native landscapes, and the reduced maintenance costs for water, fertilizer, and general upkeep make native plants an attractive alternative and cost-saving approach.  The insurance and financial sectors are beginning to recognize the risks of biodiversity loss and the value of ecological resilience that native plants provide. This work concludes that the evidence clearly shows native plant landscaping is beneficial for the environment, human well-being, and the economy. Policymakers, developers, and property owners should leverage these multifaceted benefits to accelerate the transition to more biodiverse, sustainable, and economically advantageous landscapes.

Joy McFadden

The Use of Adaptive Reuse to Fill Gaps in Early Childhood Education in Baltimore City, MD

 Adaptive reuse is a planning mechanism that allows planners to redevelop cities by transforming older buildings to meet the needs of current and future generations. One immediate need is the gap in access to affordable, sustainable childcare facilities and early childhood education centers. This is true in Baltimore, Maryland, where spatial analysis found several neighborhoods where less than 50% of the target population have access to childcare and experience built environments ill-disposed to walking. To tackle this issue, Baltimore can utilize its surplus of vacant properties and brownfields to create new green early childhood education centers to fill this gap in access. Other properties can be used to improve walkability in the built environment, making streets safer for children, providing connections between community institutions, and building mixed use beneficial for families. To accomplish this, Baltimore City should develop several key policies—an Adaptive Reuse Ordinance, a Childcare Master Plan, and updates to the “Whole Block, Whole Cities” initiative for vacant properties—that would highlight the importance of adaptive reuse as a tool.

Equity in Extreme Heat Adaptation: An Analysis of Two Cities’ Approaches

As the effects of climate change intensify and the global population becomes increasingly urbanized, extreme heat is becoming a growing threat for cities worldwide. This paper explores the extent to which two cities–Singapore and Freetown, Sierra Leone–have taken an equity-informed approach to their extreme heat adaptation planning. To answer this question, I examined publicly available documents detailing each city’s approach to heat adaptation. Based on a review of each city’s context, I identified vulnerable groups based on exposure and adaptive capacity, and then analyzed the extent to which equity was considered, using the four dimensions of distributive, procedural, recognitional, and reparative equity. My analysis found that neither city has a comprehensive heat adaptation plan or a stated approach to equity. Singapore’s response is largely technocratic, and does little to acknowledge the existence or work to target any vulnerable groups.  Freetown’s response reflects a more intentional approach to understanding and addressing the experience of heat for vulnerable populations, including the large proportion of residents who live in informal settlements. The findings of this analysis show that while cities have taken steps to address equity in extreme heat adaptation, more intentional efforts are needed to ensure that the unique experiences of vulnerable populations are adequately addressed.

Vanessa Walters

Economic Development Practices that Lead to Revitalization in the Finger Lakes

The Finger Lakes Region (NY) has continued to face issues related to industrial decline and economic changes throughout its history. When exploring the region, it is visible that there are many remnants of the economic prowess that once existed there. This research aims to understand the theories of change that will lead to revitalization in the Finger Lakes Region. After reviewing expert insight on regional development and community revitalization, toolkits for rural development, and case studies from around the country, best practices emerged. These best practices are broad but employ successful solutions for other areas across the country. From this, an additional case study review was performed. The comparative case study analysis reviewed four towns in similar situations as the study area across the Northeastern United States. These case studies in Eastport (ME), Poultney (VT), Mount Morris (NY), and Madison County (NY) discussed leveraging their historic economies and downtowns to move revitalization efforts forward in their communities. From further analysis, knowledge of the Finger Lakes Region, and understanding of the local economic drivers, Six Strategies for Economic Revitalization in Finger Lakes emerged. These strategies were then applied to Seneca Falls, Geneva, and Penn Yan. Within these applications, discussions around their local histories, assets, opportunities for future growth, and highlights of current projects were assembled to better understand the strategies in action.

"This year's posters and presentations were particularly inspiring, covering a range of topics from heat equity to native plants, re-development, and childcare inequity. Congratulations to Jason Kendall, Joy Mcfadden, Judy Chang and Vanessa Walters for completing this important milestone. I can't wait to see what you all achieve in the future!"

Dr. Liesl Riddle Dean, College of Professional Studies

The event was hosted by the Sustainable Urban Planning Student Organization (SUPSO). For more information about the Capstone process and SUPSO activities, visit the SUPSO website.  

JTA Sections

Trending topics.

• 2024 Campus Protests

Get JTA's Daily Briefing in your inbox

I accept the JTA Privacy Policy .

By submitting the above I agree to the privacy policy and terms of use of JTA.org

John Fetterman disavows Harvard, his alma mater, while receiving an award from Yeshiva University

( New York Jewish Week ) – Sen. John Fetterman, the Pennsylvania Democrat who has emerged as an unlikely champion for Israel since Oct. 7, disavowed his alma mater, Harvard University, while receiving an award at Yeshiva University’s commencement ceremony.

Fetterman and Y.U. leaders used Wednesday’s event, held at Louis Armstrong Stadium in Queens, to portray the flagship Modern Orthodox university as a counterpoint to college campuses across the United States (including Harvard’s) that have had pro-Palestinian encampments and whose graduation ceremonies have been marked by disruptive protests.

In his remarks on stage after receiving the Presidential Medallion, which Y.U. says is its most prestigious award for global leadership, Fetterman echoed that comparison. He said the last time he attended a graduation ceremony was his own at Harvard, 25 years ago.

At the mention of Harvard, the crowd hissed — and Fetterman responded.

Sign up for our newsletter to get must-read New York stories each day

By submitting, I agree to the JTA/New York Jewish Week privacy policy & terms of use .

“I have been profoundly disappointed,” he said, mentioning “Harvard’s inability to stand up for the Jewish community after Oct. 7.”

He then removed a red stole from his shoulders, from Harvard’s traditional graduation robes.

“I do not fundamentally believe that it’s right for me to wear this today,” he said to applause.

Since the Israel-Hamas war began nearly eight months ago, Fetterman has been one of the most outspoken supporters of Israel at the U.S. Capitol, wallpapering his office with the pictures of hostages held by Hamas and wearing dog tags to show his support for their release. The approach has earned him opponents on the left and, uncharacteristically, friends on the right.

“I’m just a senator with a big mouth that happens to be committed to Israel,” he said in his remarks at the ceremony, which drew enthusiastic applause. In addition to voicing support for Israel’s war effort, Fetterman said, “I actually grieve for all the innocent Palestinian women and children that Hamas is responsible for taking.”

Rabbi Ari Berman, Y.U’s president, said the decision to invite Fetterman was “unanimous” for the university.

“Standing for Israel is a source of great strength for our community and it’s our privilege to honor him,” Berman told the New York Jewish Week. “Everyone was very excited about it.”

Pennsylvania Sen. John Fetterman speaks at the Yeshiva University commencement ceremony in Queens, New York, May 29, 2024. (Luke Tress)

Before appearing on stage, Fetterman — clad in shorts and black sneakers under his commencement robe  — told the New York Jewish Week that he was surprised by the invitation to speak at the ceremony, especially after finding out that last year’s commencement speaker was the inventor of Israel’s Iron Dome missile defense system.

Support the New York Jewish Week

Our nonprofit newsroom depends on readers like you. Make a donation now to support independent Jewish journalism in New York.

“I was blown away. I was like, ‘I don’t belong in that kind of category,’” Fetterman said.

The ceremony was filled with references to Hamas’ Oct. 7 attack on Israel and the ensuing war in Gaza. Popular Orthodox singer Mordechai Shapiro sang a blessing for Israeli soldiers, and a video presentation honored fallen troops, including children of Y.U. alumni. Police were stationed outside and security checked entrants at the gate, but there was no sign of anti-Israel protests.

The ceremony had its celebratory moments. After speeches by Berman and Fetterman, Shapiro sang a song with the refrain “Am yisrael chai,” Hebrew for “the people of Israel live.” Graduates danced in front of the podium next to Fetterman, who clapped his hands with the music as the students waved Israeli flags overhead.

Speakers, including Berman, highlighted students’ efforts to support Israel, including by fundraising, organizing prayer groups, and tutoring Israeli children online.

“After Oct. 7, every prayer, every class, every day at Yeshiva University has changed and been charged with the mission of supporting Israel and the Jewish people,” Berman said in his commencement address.

Fetterman said that the commencement was a cause for celebration, despite Hamas’ attack and the war.

“I really believe there’s two things that are true today — that you can’t ignore what happened, but there’s a lot of joy and a lot of reasons to celebrate today,” he told the New York Jewish Week.

Berman also portrayed the university’s approach as a counterpoint to anti-Israel activism on other campuses, decrying other colleges for “capitulating to misbegotten demands” from protesters who have called to boycott Israel. Y.U. has sought to capitalize on anti-Israel activism on other campuses, including by extending its transfer application deadline to students looking to leave other campuses.

“We are taking the opposite stance,” Berman said to applause. “At Y.U. we don’t divest, we invest. We invest in Israel, we always invest in Israel.”

Share this:

More from new york.

Israelis in New York protest members of Netanyahu’s coalition participating in annual Israel parade

NYPD to step up security for Israel parade, but says there are no known threats

Jewish Pride Month events in New York City 2024, from galas to Shabbat services

Despite string of pro-Palestinian statements, CUNY faculty union rejects Israel boycott

3 historic NYC synagogues receive grants for renovation projects

University of Washington Information School

information literacy

social media

The proliferation of short-form video platforms like YouTube Shorts has revolutionized health information dissemination. However, these platforms often prioritize engagement metrics over content reliability, exacerbating misinformation. This study examines how the content of nutritional health videos influences their popularity and viewer uptake, focusing on informative versus misinformative content. By analyzing video transcripts and comments using YouTube's APIs,, we identified themes and sentiment differences between video types. Informative videos foster positive viewer reactions, while misinformative ones elicit negativity. Our findings highlight the importance of content quality in online health discussions, aiding viewers in discerning reliable information and promoting informed decision-making.

Informatics

Mustafa Khan

Riley baerg, full results, customize your experience.

• Why Join Our Team
• How to apply
• Academic Positions
• Staff and Management Positions
• View All Positions
• Join Talent Community

CP680A - Capstone Project (Winter 2025)

Date: May 30, 2024

Location: Waterloo, CA

Company: Wilfrid Laurier University

Faculty/Academic Area: Faculty of Science 

Department : Physics and Computer Science 

Campus: Waterloo 

Employee Group: WLUFA 

Requisition ID: 8232 

Position Title: CP680A - Capstone Project

Term: Winter 2025 (January 1-April 30)

Days/Times: Monday, Wednesday 1600-1720

Hours per week/Hours Total: 3 hrs per week/39 hrs total

Type of Course: Lecture (in-person)

Anticipated Class Size: 20

Additional Course Requirements: n/a

Posted on: May 31, 2024

Posting ends: June 15, 2024

Position Summary:

This course is available only to students in the Co-Operative Education Option and will be completed in the term following their co-op terms. Students will complete a major project that integrates their academic and work experience.

Please note:

• Instructors must work within departmental guidelines on Connect

Qualifications – Required:  Master’s degree Qualifications - Areas of Specialization: n/a Qualifications – Discipline:  Computer Science or related field Qualifications - Professional Designation:  PhD would be an asset Qualifications – Other: Preference will be given to applicants with demonstrated expertise in the subject field

Salary: $ 9,206.40

Application Deadline: June 15, 2024

Submit with Application:

Required for All Applicants

• CV (required)
• Candidate Application Form (CAF)

Required for External Applicants

• Names and Contact Information for Referees
• Evidence of Good Teaching
• Verification of highest degree
• Cover Letter
• Teaching Dossier
• Sample Course Outline (2-pages maximum)

Applications may be addressed to: PTAC Hiring Committee

Department of Physics & Computer Science

Faculty of Science

Wilfrid Laurier University

Waterloo, Ontario  

Please click the gold “Apply Now” button located on the top right hand side of the page.

You will be asked to sign in if you have already created an account. If you are not a registered user you may create an account to apply to career opportunities. Once an account is created you will be able to sign in to apply for the position.

This appointment is in accordance with the Contract Teaching Faculty and Part-time Librarians Collective Agreement , for which the Wilfrid Laurier Faculty Association (WLUFA) is the exclusive bargaining agent.   All applicants are assessed using both the “Appendix H: Assessment of CTF Candidates under 13.6.1” in the collective agreement and the program specific rubric , where applicable.  Candidates should review these documents and ensure the information required is easily accessible in the application. 

Please Note:

Candidate Application form (CAF) is used to apply to an individual posting and must be submitted with each application. The completed form is to be uploaded with all other application materials by the deadline listed in the course posting. Refer to Appendix I of the Contract Teaching Faculty Collective Agreement for further guidance about completing the CAF and Appendix H for details on how this form will be scored.

CTF Members (those who have taught a Laurier in the last 36 months) may wish to submit a single application to multiple course postings via the Posted Course Application Form (PCAF) Appendix G, which includes the CAF.  The link to the Faculty specific PCAF is included in the email notification of posted courses you would have received from the hiring department/program/area at Laurier. The PCAF is a separate form due within 5 days of the email notification of posted courses and is submitted via Qualtrics. Refer to this notification for the link to the PCAF. Members who do not submit a PCAF may apply for posted course through a separate application for each course. Refer to the collective agreement for additional information on the PCAF.

For Supplementary Remuneration for large classes or multi-section courses, see Article 28.3

Pursuant to Article 13.5 of the Collective Agreement for Contract Teaching Faculty (CTF) and Part-time Librarians, all applicants shall apply electronically. Applications must be received by 23:59 local time of the date on the posting.

Wilfrid Laurier University endeavors to fill positions with qualified candidates who have a combination of education, experience, skills, and abilities to successfully perform the duties of the position while demonstrating Laurier's Employee Success Factors.

Diversity and creating a culture of inclusion is a key pillar of Wilfrid Laurier University's Strategic Academic Plan and is one of Laurier's core values. Laurier is committed to increasing the diversity of faculty and staff and welcomes applications from candidates from equity deserving groups. Indigenous candidates who would like to learn more about equity and inclusive programing at Laurier are welcomed to contact the Office of Indigenous Initiatives at [email protected]. Candidates from other equity deserving groups who would like to learn more about equity and inclusive programing at Laurier are welcomed to contact Equity and Accessibility at [email protected]. We have strived to make our application process accessible, however if you require any assistance applying for a position or would like this job posting in an alternative format, please contact Human Resources at [email protected].

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.  In accordance with the requirements of Citizenship and Immigration Canada, the successful applicants will be required to prove they are legally able to work in Canada.

Members of the designated groups must self-identify to the appropriate Dean(s) to be considered for employment equity.

All course offerings will be contingent on adequate student registration and subject to budgetary funding.

Members of the Contract Teaching Faculty bargaining unit:

Should you be interested in learning more about this opportunity, please visit www.wlu.ca/careers for additional information and the online application system. All applications must be submitted online.

All applications shall be reviewed and considered under a set of criteria established by the part-time hiring committee.  Only those applicants recommended for a position will be contacted.

Job Segment: Computer Science, Developer, Web Design, Physics, Part Time, Technology, Creative, Science

• Careers Home
• Frequently Searched Jobs
• View All Jobs

© Copyright 2020 All Rights Reserved

Current time by city

For example, New York

Current time by country

For example, Japan

Time difference

For example, London

For example, Dubai

Coordinates

For example, Hong Kong

For example, Delhi

For example, Sydney

Geographic coordinates of Elektrostal, Moscow Oblast, Russia

City coordinates

Coordinates of Elektrostal in decimal degrees

Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia