Reflections

When I began my Capstone project, my goal was simple yet ambitious: I wanted to make lasting, meaningful changes to the HPA community by reducing the workload for both students and faculty. With a strong background in server engineering and experience running an online game and cloud computing startup, I envisioned developing tools that would streamline day-to-day operations on campus. Initially, I imagined creating a unified platform that would enhance the residential student experience with systems for laundry reservations, travel coordination, job tracking, and a secondhand goods exchange.

However, after conducting a student survey, I quickly realized that enthusiasm for these ideas was limited—42% of respondents believed the tools wouldn't be useful. This early setback forced me to rethink my direction. I shifted focus to problems that had more visible, widespread impact and a clearer demand: faculty administrative burden and student store inefficiencies.

Two key projects emerged from this pivot: the International Day Auto Assignment System and the Student Store Online Ordering System. The International Day assignment tool stood out as a huge success. It automated over 35 hours of annual work for Ms. Watson by ensuring fair, randomized assignments for a large student body. The results were quantifiable: a 96% reduction in time required for 2026, and 87% for 2025. I was proud not only of the technical solution, but of how it directly supported a faculty member who contributes so much to our community.

The Student Store system presented a different challenge. Despite the initial promise—reducing wait times from 57 to 29 seconds per person—real-world implementation faced roadblocks. The point-of-sale developer wasn't receptive, and management changes meant that by the time the system was ready, the new store manager had already improved operations manually. This taught me that even functional, tested tools can be made obsolete by shifting circumstances, and that timing is just as important as execution.

The biggest challenges throughout the project weren’t technical. They were logistical and interpersonal. Scheduling meetings was difficult, and in some cases, collaborators were hesitant or unmotivated. I overcame these obstacles by preparing thoroughly before meetings, always having backup plans, and adjusting my approach based on feedback and circumstances. One major lesson I learned is that surveys and communication early in the project can prevent misaligned expectations later on.

I'm most proud of the automation systems that I made. I built that directly saved time and effort for our community—especially the International Day tool. It not only worked as intended but showed potential to expand to other event assignments in the future. It demonstrated that even small tools, when focused and well-executed, can have disproportionate positive impact.

Through this project, I developed new skills in communication and project adaptability. I also learned about presenting ideas effectively, responding to criticism, and iterating based on feedback.

To future seniors working on their Capstone: start early, be flexible, and communicate constantly. Your original idea might not work out, and that’s okay. What matters is staying responsive to your community’s actual needs and being willing to adapt. Collect data, listen to your users, and be prepared to pivot if needed.

This Capstone solidified my passion for creating scalable, useful tools with real-world impact.As I move forward, I’ll carry these lessons with me into my studies and business ventures, with a clearer understanding of how innovation begins with empathy and execution.