  This work presents a structured systematic process for undergraduate capstone
research projects embodying computational thinking (CT) practices. Students
learn to conduct research with a decision support system utilizing CT. The
system is demonstrated through a case study of a capstone research project
course. The course is a 3rd year single semester capstone in an aviation
program. CT was integrated over a decade, through 21 semesters of coordinating
and delivering the course. The CT practices evolved and were utilized for more
aspects over time. The CT system facilitated a significant reduction in staff
workload by eliminating the need for direct one-on-one supervision and enabling
the streamlining of marking. This resulted in fairer marking by eliminating
supervisor bias. Student feedback shows a high degree of satisfaction, with
comments highlighting choice and learning.
