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Amy Zeh High-Impact Practices Course Designation Student Showcase

Celebrating Academic Excellence in High-Impact Practices Designated Courses

Virtual Showcase 

Dates: Available from Nov. 14 

Location:

UCF STARS 

In-Person Showcase 

Date: Thursday, Nov. 20 

Time: 10 a.m. – noon 

Location:

Key West Ballroom, UCF Student Union 

Download our 2025 Program

In-Person Showcase Presenters

Poster NumberPresentationPresenter(s)
1Cloning and Preparation of CTL0223 for Future Study in Chlamydia Trachomatis PathogenesisMarium Abdelaal, Sara Ejaz
2Rhythmicity and Sleep Quality through Exercise Interventions in the Alzheimer’s DiseaseAlexander Acevedo
3Environmental Conservation with the UCF ArboretumWilliam Adams, Tyler Ruiz
4Hearts 2 LEADAnanya Agarwal, Bel Lopez
5Intensity-Modulated Pelvic Radiation Therapy in Treating Patients in Endometrial CancerSualba Alejandro, Victoria Drovilus, Valerie Block, Angelina Salort-Carrero, Dylan Fox
6Reimagining Success for the Children of Immigrants in Creative IndustriesBeatriz Alerte
7Analysis of Cardiometabolic Health Disparities of Sex and Gender Minorities in NIH All of U.S. DatabaseVardhan Avaradi
8Preserving the Rights and Quality of National Parks Against the Commercialization of Natural AreasRyan Baxter, Samantha Maiorino, Leah Lascano
9Luminous LavaBrinlie Bergman, Kylie Daum, Linsey Vo, Akshay Ramjisingh, Shayan Noor
10The Strength of Association between Binge Drinking and Hospitalizations from Strokes in AdultsSamantha Billones
11Russian Journalism After the Collapse of the Soviet UnionFelipe Blaya
12Lake Restorations Throughout Seminole CountyJilian Blowers
13Rural Queerness- An Exploratory DocumentaryBrooklyn Bolkosky
14Association Between Obesity and Cardiovascular Disease Hospitalizations in Florida, 2019Alexander Boulos
15Ibuprofen/ Caffeine Lower Back or Neck Pain StudyAnnamae Buckley, Yennifer Perez
16The Art of the RoastAlexander Bustillo
17Volunteering at the American Muslim Community ClinicYazan Chakfe
18Little Learners, Big Impact: Inspiring Ocean Awareness in Young MindsCarly Chard, Kate Frawley, Eduardo Sanchez
19Professionalism in Practice: The Power of the Questions You AskKelsey Chico
20The Power of ListeningMckenna Clark, Arya Raheja, Ashley La Rosa, Eitan Tangir, Jayden Daniels
21Trade-off Between Surface Area and Aerodynamic Drag in Solar Electric Vehicle DesignWade Cornell, Hudson Deppen, Connor Kazmierski, Gilberto Jimenez Perez
22OWC Social Media RefreshKendall Crawford, Georgina Waterhouse, Holly Wilmes
24Effects of Application Injectable Platelet-Rich Fibrin as Adjunct Therapy in the Initial TreatmentStephanie Da Silva
25Paths to PreventionChristine De Castro
26Shepherd’s HopeMadisyn DeMar, Sarah Levin, Peri-Marina Schreck
27Breaking the Bullying BarrierCarrie Depner
28The Strength and Association Between Yearly Mammograms and Breast Cancer in WomenColette Donohue
29Peer Mentoring and Its Importance on Incoming FreshmanJayda Egan, Matthew Jebb
30Association Between Depression and Alzheimer’s Disease Mortality Among Florida AdultsAddison Engelman
31Paws on Board: Transporting Dogs from Shelters to New HomesAngelina Fasolo, Mitchel Woodrow, Sarah Burbank, Thalia Dittman, Michael McKnight, Kayla Buchholz
32The World is My Oyster: Restoring Nature, Inspiring MindsAntonia Ferguson
33Toxicity of E-cigarette Flavoring Chemicals on In-Vitro Bronchial Epithelial Cells (BEAS-2B)Caroline Ferrarin
34Change Through Social Media: Sparking Wildlife Conservation One Click at a TimeLauren Fitzsimmons, Anne Reichle, Noshi Kapoor, Sara Wise, Robin O’Meallie, Greg Zboch, Bryce Fable
35Emergency Communications & Public Affairs through the American Red CrossBryan Gonzalez
36Panpsychism: The Mental Properties of the Universe Around UsSebastian Gonzalez
37Exploring Stingrays with Young LearnersNicholas Groves, Danielle Cora
38From Classroom to Career: Fostering Student Success Through ServiceBrianna Guinigundo
39The Use of Retinoid in the Treatment of Chronic Hand EczemaKaynat Hasnain
40Using Immunofluorescence to Study MDA-MB-231 and NK-92's Interactions Through BSB BridgingAllison Hatteroth
41Engineering viable Chlamydia Trachomatis Effector Genes for Future Transgenic AnalysisChloe Henry, Jasmine Andrews
42Rediscovering Tradition: Russian Cuisine after the Soviet Collapse (1990s)Matthew Horelick
43The Difference Between How Russians and Americans View FreedomTyler Hunley
44The Impact of Guided Inquiry in Chemistry Fundamentals LaboratoryQuinn Jeffery
45From Collapse to Capital: Russian Youth Attitudes Toward Wealth Before and After Soviet CollapseAleksandra Jegede
46The Strength of Association between Physical Activity and Deaths from Alzheimer’s among AdultsJasmine Kaur
47LEADing with Cup-passionMackenzie Kelly, Alexa Frances, Ayla Friedman, Victoria Gamponia, Isabela Negley
49Peer Mentoring: A Growth and Self-Discovering ExperienceAna Esther Laranjeira, William Graham, Ashleigh Miller
50Service Learning Through Seven Cups of TeaMadison Lee
51Diving Deep: Inspiring Young Scientists Through Ocean ExplorationChloe Lowman, Mia Sims
52Sustainability Through Social ServicePhillip MacGregor
53From Barista to Bartender: How ADAM Showcases AI’s Role in HospitalityMary Mann Cortes
54Complete Picture: Bird Behavior on Fragmented vs. Intact Oyster ReefsSophi McGarrity, Natalia Knapp-Seale, Laura Ramsey, Enno Turner, Gwyneth Kirby
55The Fizzicians: An Explosive Exploration of the Scientific Method!Aubrey Mckeon, Emileka Stephan, Jack Svajko, Ryan Sumiantor, Onella Moitra
56Lagoon Lessons: Where Science Meets Service-LearningCori McWilliams, Christopher Poulios
57Machine Learning for Decision-Based Game ProgrammingJessica Morris
59Legacy LeadersJoseph Neddo, Samantha Renda, Eli Richard, Connor Buttitta, Athan Huskey, Adam Lease
60What is the Effect of Physical Activity on Women with Polycystic Ovary Syndrome?Sidratul Noor, Angela Avdella, Sahti Artiles, Ritchy Augustin, Eryka Salta
62The Strength of Association Between Tobacco Use and Mortality from Coronary Heart Disease in AdultsMariana Oza
63The Great Walk: Is it a Walk in the Park?Keri Pollock, Gretchen Mahalic
64S.O.A.R: Stomp-Powered Orbital Air RocketsValerie Pompee, Thomas Blais, Wendy Davis, Lincoln Lynch
65Hexvix Blue Light Cystoscopy vs. White Light Cystoscopy in the Detection of Bladder CancerMichelle Poquette, Andrea Rodriguez, Mehdi Ezzair, Thalia Vega, Natalia Mateo
66Leading Change, Saving Lives: The Leadership Behind the National Marrow Donor ProgramMadison Rhubart, Isabella Mota
67Nutritional Intervention in Ulcerative Colitis: Improving Outcomes Through DietArianna Rivera
68Cloning of the Chlamydia Trachomatis Effector Gene CTL0338 for Future AnalysisSantiago Romero, Denniel Mojica Rosa
69Purification and Analysis of Fungal Hemolytic FactorsAvri Rose
70Value Based Reimbursement in the United States and SwedenMadysn Roth
71In Service of a Great ApeSaidee Rust
72Healing with Hope: Expanding Access to AllAashna Shah
73Molecular Cloning and Vector Assembly of the Ct Effector Gene for Transgenic Drosophila melanogasterAlizah Shah, Sierra Smith
74Examine the Strength of the Association Between Physical Activity and Mortality from DiabetesDua Shaikh
75Engaging in Experiential Learning to Support Community Well-BeingShermin Shajan Thomas
76Poetry in Practice: How Poetry Strengthens Learning and CuriosityRaiya Shaw
77Preparing Chlamydia Trachomatis Effector Cell Gene CTL0886 for Future Evaluation in Drosophila FliesSamantha Shortley, Mytu Nguyen
78Experiences in Learning to Teach Organic ChemistryAnton Sia, Malia Jeukeng, Yanni-Edgar Walker, Lida Kutho, Aidan Maciewicz, Gabrial Pedroza, Sobirjon Sharipov
79Ketamine for Rapid Reduction of Suicidal Ideation: A Randomized Controlled TrialSamantha Siraj, Rachel Chillari, Thomas Gregorio, Jerrel Joseph, Shinhei Yau
80Secrets, Symbols, ShiftsJacob Smith, Corban Pendrak, Titus Holmes
81Escitalopram in the Treatment of Children and Adolescents with Generalized Anxiety DisordersKathleen Soares
82LEADing with the HeartBryanna Sparks, Mia Quinones, Rachel Waldman, Uma Sreekumar
83East of Anacostia: A Tale of Systemic Inequities and Health Disparities in Washington D.C.Ann Mary Thomas
84The Price of PerfectionCarolyn Tilman, Alysia Furbish, Samuel Whitehead, Yasmin Osorio
85From Peers to PartnersEmily Timotic, Katerina Fernandez, Aleksandra Nikolic
86Strength of Association between Physical Activity and Mortality from Alzheimer’s Disease in AdultsKatrian Tiqui
87Motivation Factors and the Frequency of Exercise Activity Among College StudentsGabrielle Tonkin, Dana Farmer, Bianca Turcios, Kayla Pangilinan, Paulo Dias-Da Silva
88Investigating the Therapeutic Potential of APR-24 on p53 and Apoptosis Reactivation in Oral CancerCarolina Turcios, Salma Chouait
89The Strength of Association Between Tanning Facilities and Melanoma Incidence in AdultsEmily Urena
90Mutual Learning of Instructor, Assistant, and Student in the Undergraduate Learning Assistant ProgramSamuel Veleke
91The Strength of Association between Tobacco Use and Incidents of Esophageal CancerPaulina Vezikov
92Beyond the Degree: How Psychology Majors Lead with EmpathyNicole Vila
93The Effect of Text Format on Short-Term MemoryEmma Weissman, Kristen Hamann, Gabriela Jimenez, Daniela Martinez
94Saving the Arctic: Learning Through Animals and ArtSara Wieschhorster, Andrea Goldfarb
95Building Connections, Solving Mysteries: Lessons from Forensic Science OutreachWillow Young, Zach Burr, Rita Konathapally
96The Strength of Association between Elevated Levels of Cholesterol and Mortality of Coronary Heart DiseaseArtemis Zi

The UCF Amy Zeh High-Impact Practices Course Designation Student Showcase honors the memory and dedication of Amy Zeh, who served as the Assistant Director of Service-Learning from 2006 to 2019. She championed student success and believed High-Impact Practices (HIPs) were essential to the undergraduate experience. The HIP Course Designation Student Showcase is held during the fall and spring semesters.

It is an opportunity for students to share individual or team HIP-designated course projects from Service-Learning, Research Intensive, Integrative-Learning Experience or Global Learning courses with the UCF community. Students can participate virtually, in person or in both formats.

Students

Spotlight your work from Summer and Fall 2025 HIP-designated courses at the Amy Zeh High-Impact Practices Course Designation Student Showcase. Whether you worked individually or in a group, this is your chance to highlight your project. The Fall 2025 showcase features projects from HIP-designated courses offered only during the Summer and Fall 2025 semesters. 

Participation Options 

Registration is now closed for the Fall 2025 event

Review the participation requirements and deadlines for each showcase. Students presenting in both the virtual and in-person showcases must follow the requirements and guidelines for each format.

Virtual Showcase 

Requirements:

  • Please touch base with your instructor before applying, as they may have specific guidelines or restrictions.

  • Review the virtual showcase guidelines before preparing your materials. 

  • Create a short video with closed captioning and a digital poster to serve as your cover image. Presentations must meet UCF’s accessibility guidelines or they will not be accepted.   

  • Submit your entry using UCF STARS by 5 p.m. Thursday, Nov. 13. You will need a free STARS account to upload your presentation materials. For group presentations, a HIP representative will email its leader to confirm that the project was accepted and posted to STARS. 

Awards:

  • There are four categories: Service-Learning (SL), Research Intensive (RI), Integrative-Learning Experience (IE) and Global Learning (GL). 

  • Faculty judges will review presentation materials uploaded to STARS and select one winning presentation in each category.  

  • Judging concludes Nov. 20. Award winners will be notified via email and highlighted on STARS. 

In-Person Showcase 

Requirements:

  • Please touch base with your instructor before applying, as they may have specific guidelines or restrictions.

  • Review the in-person showcase guidelines. 

  • Create and print a poster that is 36 inches tall and 48 inches wide. Posters must be printed by Monday, Nov. 17. 

Awards:

  • Presentations will not be formally judged. Event attendees, including students, will vote on the presentations; those with the most votes will receive a People’s Choice Award. Presenters may not vote for themselves. Presenters are encouraged to view fellow students’ presentations and cast a vote. To reduce congestion, no more than three students should stand by a group project.  

  • People’s Choice award winners will be announced via email and highlighted on STARS.  

Steps to participate in the HIP Course Designation Student Showcase 

STEP 1: Decide whether you will present virtually, in person or both. Submit the registration form for the format you select. If you are planning to participate virtually and in person, follow the guidelines for each.  

STEP 2: Review the judging criteria and prompts for your HIP-designated course and include them in your presentation:  

  • Global Learning (GL)  

  • Integrative-Learning Experience (IE) 

  • Service-Learning (SL) and   

  • Research Intensive (RI)   

STEP 3: Make sure your presentation highlights a project from a HIP-designated course and explains:  

  • What you did: A clear overview of your project  

  • How you did it: The steps, methods or process you used   

  • What you learned: The key takeaways or impact of your work  

You’ll prepare a presentation that includes a short video summarizing your work and a cover slide. Consider adding optional elements  to strengthen your submission.

Required content and format    

STEP 1: Create a cover slide. (required)  

STEP 2: Record your three-to-five-minute accessible presentation. (required)  

STEP 3: Consider creating a digital poster. (highly recommended)  

Important: Materials that do not meet accessibility guidelines in UCF Policy 2-006 will be rejected.  

STEP 4: Submit required and optional materials — such as a digital poster, written summary, transcript and links to digital tools such as StoryMaps — to STARS. Important: mp4 and YouTube files can be uploaded to STARS. Canva links are not compatible with STARS. 

You’ll create and present a printed conference-style poster that summarizes your work.  

STEP 1: Create a poster measuring 36 inches tall and 48 inches wide.  

STEP 2: Design your poster. Consider using PowerPoint, which is free to all UCF students.

STEP 3: Set the correct size. In PowerPoint, go to Design → Slide Size → Custom Slide Size and enter the poster dimensions (for example, 36 by 48 inches). Avoid stretching small images, which may look blurry when printed.  

STEP 4: Check for typos and errors. Make sure all text, images and charts are clear and fit within the slide or page boundaries.  

STEP 5: Print your poster. Send it to print well before the showcase. Students are responsible for printing costs. See options below.  

STEP 6: Think about what you are going to say to the students, faculty, staff and other showcase visitors. Create a summary (about three minutes long) highlighting the key points of your project.

STEP 7: Check-in and set up your presentation between 9-9:45 a.m.  

Poster Printing Options

  • Biology Department (for Biology students only)   

  • Burnett Honors College (for BHC students only)     

  • LEAD Scholars Academy (LEAD Scholars only)   

  • NanoScience Technology Center (limited capacity)

  • Psychology Department (for Psychology students only)   

  • Sociology Department (for Sociology students only)  

Note: information might change; check with the host department.

  • UCF Print Shop (approximate cost: $84 + tax) 

    • Select “Order” from navigation bar 

    • Select “UCF Staff” and log in or create an account 

    • Select “Special Orders” and complete the form 

    • Contact the Print Shop with questions at 407.823.2277 

  • Staples (approximate cost: $40 + tax)

  • FedEx (approximate cost: $65 + tax) 

If you have questions about printing your poster, please email the HIP team. 

Faculty

The HIP Course Designation Student Showcase offers students an opportunity to present their projects from HIP-designated courses.

Participation opportunities for faculty: 

  • Encourage student participation 

  • Consider making showcase participation a course assignment.

  • Serve as a judge for the virtual showcase. Student presentations will focus on Service-Learning (SL), Research Intensive (RI), Integrative-Learning Experience (IE) or Global Learning (GL) experiences.

  • On Nov. 14, judges will receive links to prerecorded presentations, optional digital posters and the judging rubric.  

  • Scores must be submitted by midnight on Nov. 20. Student winners will be highlighted on STARS. Note: The presentations of students who only participate in the in-person showcase will not be judged.   

  • Join us at the in-person showcase on Thursday, Nov. 20 from 10 a.m. – noon in the Key West Ballroom in the Student Union. Encourage your students to attend. 

Virtual Judging Criteria 

FAQ

The Amy Zeh High-Impact Practices Course Designation Student Showcase celebrates student learning through the coursework and projects completed as part of HIP-designated courses they have taken. Students can participate in person and/or virtually. Students’ submissions highlight what they have learned about—and through—community service, research experience, career readiness and/or global competencies.   

The HIP Course Designation Student Showcase gives students the chance to connect course content with real-world experiences and self-reflection. It’s an opportunity to sharpen professional presentation skills and explain what you’ve learned in your High-Impact Practice (HIP) course beyond the classroom.

Virtual projects will be recognized with awards from each category. In person presentations are eligible for a People’s Choice Award that are determined by event attendees.  

Showcase participants will be contacted about a week after the registration deadline. If you do not receive event information, please email HIP@ucf.edu.  

No. The Amy Zeh HIP Showcase is only for projects completed in HIP-designated courses during this semester. If you’re eligible to participate, you’ll receive an email invitation from hip@ucf.edu that specifies the HIP-designated course you’re enrolled in. Not sure if your course qualifies? Check with your instructor.

Students actively participating in a study abroad program are not eligible to participate in the showcase.

If you are enrolled in a HIP-designated class (Service-Learning, Research Intensive, Integrative-Learning Experience, or Global Learning), you can register to present a course project in the showcase. Students who complete a summer HIP-designated course can participate in the fall event. 

HIP Course Designation Student Showcase takes place virtually and in person. Presentation options are:

  • Virtual: Submit a short video presentation to STARS. This format is judged and a winner is selected in each HIP-designated course category.

  • In-person: Create a printed poster presentation. Event attendees select the People’s Choice Award.

  • Both: Follow the requirements for each formats.

No. Presentations will be reviewed to ensure they meet accessibility guidelines.

You will create a printed conference poster (36 inches tall and 48 inches wide) and present it in person at the in-person event. You will be eligible for a People’s Choice Award.   

You’ll prepare a presentation that includes a short video summarizing your work and a cover slide. It must meet accessibility guidelines and be uploaded to STARS.  Your presentation will be judged. A winner from each HIP-designated course category will be selected.

You have the option to present virtually and in person. Follow the instructions for each format.

No. Only undergraduate students enrolled in a HIP-designated course are eligible to participate in the showcase.

No. Only undergraduates can participate in the showcase.

Email HIP@ucf.edu and provide the missing details; when possible, we will add the information to your submitted application .

While there isn’t a set number of presenters, we encourage you to work with small groups. Only three students can present at a time due to space limitations in the ballroom.

All emails go to the primary presenter (the student who signed up the group). Check with them for details.

For the HIP Showcase, your project must have been tied to the work you completed in your HIP Course. If you have a project that is not related to your HIP course that you would like to present, be sure to check out the Student Scholar Symposium to see if you would be eligible to present.   

The Amy Zeh HIP Showcase presentation counts as a conference presentation! Be sure to add it to your résumé or CV.  

If you submitted a virtual presentation, you can link to your presentation to show what you did.  

If you created a poster for the in-person showcase, you might want to save it for a future conference (such as the Florida Undergraduate Research Conference).   

Award recipients will be notified via email. The primary presenter will be notified for group presentations.

Yes! As long as these projects are from separate HIP-designated courses, you are able to submit more than one project.  

If you graduated in the summer and completed a HIP-designated course, you can participate in the fall event.  

Yes. If you have received permission from all of the members of the group, you are able to register to present for your group.

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