Date: Wednesday, April 22 Time: 10 a.m. – noon Location: Pegasus Ballroom, UCF Student Union

In-Person Showcase
In-Person Showcase Program
Poster Number Designation Presentation Presenters
1 Research Intensive (RI) Tracing Evolution Through Teeth: Dental Morphology of the Lagoa Santa Fossil Population Kelsey Aaron
2 Global Learning (GL) Environmental Control in Japanese Contexts Justin Abraham, Josh Salazar, Md Miah, Raymond Robertson
3 Research Intensive (RI) Project B Weglandsy Aldajuste, Alejandro Mendiola, Kade Salazar, Ty Spradley
4 Global Learning (GL) Community and Identity Through Social and Literary Media. Kevin Alexander, Wilson McCall, Tyler Williams
5 Research Intensive (RI) Anurans: Calling Above the Noise Caroline Anderson, Cecelia Keicher, Roman Turner, Justin Moya, Kalind Peterson
6 Research Intensive (RI) Myth to Mindset: Comparing Perceptions of Female Leadership in Hinduism and Christianity. Maya Arangath
7 Service-Learning (SL) Strengthening Community Support For Vulnerable Populations To Improve Health Outcomes: Parramore Mary Baker
9 Integrative-Learning Experience (IE) Hands-On Chromatography: A High-Impact Chemistry Laboratory Experience Mariana Bartilotti Garcia
11 Research Intensive (RI) How does parental engagement impact speech and language outcomes in children receiving outpatient speech-language therapy? Kerney Belance
12 Service-Learning (SL) OPERATION MARS: Engineering a Mission to the Red Planet! Livia Belem Rangel de Carvalho, Dylan Nunn, John Page, McKinley Zimmerman, Sami Judeh
13 Research Intensive (RI) From Podcaster to Skit Maker: How do platforms like TikTok and Instagram allow a user to go viral? Angelina Benbeneck
14 Research Intensive (RI) Molecular Functions of Secreted Bacterial Effectors: Modeling Chlamydia Pathogenesis in Drosophila Rhiannon Berbes
15 Service-Learning (SL) Potato Circuitry and Battery Cell Design Parker Beyl, Tony Le, Maxwell Barron, James Quant, Owen Morgan
16 Research Intensive (RI) OUT in the Boonies - Small Town, Big Love Brooklyn Bolkosky
17 Research Intensive (RI) How Does Private Reflection Turn Into Public Performance. Maxwell Boral
18 Service-Learning (SL) Snaptastic: Electrical Engineering Made Shockingly Simple! Sean Bramley, Silas Jones, Chris Bano, Angela Unterholzner, Mike Wong, Desmond Castro
19 Service-Learning (SL) Orange County Animal Services | Adoption Awareness Cameron Braun, Grace Exum, Caitlyn Bray, Mikaela Simpson-Hose, Shelby Ferguson
20 Service-Learning (SL) Posting for a Purpose: The Lifeboat Project Katie Brogan, Isabella Valentino, Lucas Bernstein, Jeanne Simoes
21 Integrative-Learning Experience (IE) Pregnancy in Polycystic Ovary Syndrome Flavia Cabrera, Alexa Echevarria, Marselle Valdez, Alyssa Busgith
22 Service-Learning (SL) Harvesting Hope in Central Florida with Second Harvest Food Bank Shayna Caddell, Lucia Hernandez, Correna Bartow, Jonathan Lungstrum, Kevin Wechsler
23 Service-Learning (SL) My experience as a ULA in the Chemistry Laboratory Course. Brian Castro
24 Service-Learning (SL) New Opportunities Leads to New Appreciation for the Community Akhil Chedde
25 Global Learning (GL) Social Mentality in the US vs Japan Jarez Christian, Rafferty Rinke, Aurora Flores, Daniel Oliveros
26 Research Intensive (RI) Optimization of Restriction Enzyme Digestion Conditions for Efficiency in DNA Cleavage Berline Civil
27 Research Intensive (RI) Influence of lunar phases on aquatic and semi-aquatic herpetofauna in central Florida Bailey Cluck, William Fausnaugh, Abbey Shields
29 Research Intensive (RI) Exploring the Association Between Social Cohesion and Attitudes Toward AI Use Jasmine Coronado
30 Research Intensive (RI) Perceptions of Social Mobility and Their Impact on Attitudes Toward Universal Basic Income Casey Courtright
31 Research Intensive (RI) Behind The Screams: Exploring Central Florida's Haunt Community Carley Davis
32 Research Intensive (RI) The History of the Word Nightmare Lauren Delhomme
33 Research Intensive (RI) Women Politicians running for President in the US Zainab Dewji
34 Integrative-Learning Experience (IE) Clinical Trial: Epilepsy Diego Diaz, Jean Moreno, Hashanah Valcin, Mustafa Elbejane, Ali Maqsood
35 Research Intensive (RI) Investigating the Effects of Lansoprazole on Cell Viability and Cytoskeletal Organization Simran Dillip
36 Integrative-Learning Experience (IE) Analysis of VO2 & Resting Metabolic Rate assessment for Patient Centered-Care Terry Dinh, Zhi Lin
37 Service-Learning (SL) Battling Human Trafficking: How Social Media Advertising Influences Awareness Cami Dobson, Addyson Jones, Alexandra Boveil, Giovanni Gioia
38 Service-Learning (SL) Helping Instill Hope in Our Local Community Audrey Dowdell, Kimberly Vega, Shelby Luffman, Brian Medina
39 Service-Learning (SL) Reinventing the Mold Shayne Draizin
40 Global Learning (GL) Foreign Cultural Influences on Japanese Self-Expression Emma Dunagan, Amber Fuentes, Juliana Rivera
41 Research Intensive (RI) Synergistic Effects of TNF-a and TGF-B1 on Fibrotic Transformation of Alveolar Epithelium. Jasra Elahi, Joseph Giardina, Sophia Ritner
42 Service-Learning (SL) Staying Accurate in the Analytical Chemistry Lab: The Impact of Undergraduate Learning Assistants Correna Ervin, Ashley Santonil, Charles Synder
43 Research Intensive (RI) Potential of Algae for PAH Bioremediation Emma Esteban, Lauren Gonzalez
45 Service-Learning (SL) Expanding Waves: The Lifeboat Project Social Media Roadmap Sofia Federman, Camila Teran, Karla Echegaray
46 Research Intensive (RI) Dictionary Antedatings and Research Hannah Feldman
47 Research Intensive (RI) Analyzing Toxicity of E-cigarette Flavoring Chemicals on BEAS-2B Bronchial Epithelial Cells In-Vitro Caroline Ferrarin
48 Research Intensive (RI) Analysis of Modified Shark Teeth from Archaeological Contexts at Cape Canaveral Olivia Fiorentino, Celestial Henry, Cacolici Caiman
49 Service-Learning (SL) Empowering Each Other: Using Effective Communication to Learn Quinn Fitzgibbons
51 Research Intensive (RI) The strength of association between obesity and mortality from diabetes among adults Diego Garcia
52 Service-Learning (SL) Giving meals a second chance with a Second Harvest Anthony George, Sebastian Soto-Ambert, Daneelia Dalrymple, Joao Victor-Silva
53 Service-Learning (SL) Social Media Improvements for The Lifeboat Project Camila Gomez, Brianna Greene, Nicole Vasquez
54 Research Intensive (RI) The strength of the association between obesity and mortality from stroke among adults. Estefania Gonzalez Ulmos
55 Service-Learning (SL) Her Health Matters; Educating and Providing for Those in Need Landry Goodwin, Mitchell Ross, Zaileni Otero
56 Research Intensive (RI) Dose-Dependent Effects of Kratom on Cytoskeleton Integrity and Cell Viability in COS-7 Cells Charlene Groves
57 Research Intensive (RI) Who's a Good Kid: Perceived Parenting Styles and Prosocial Behaviors Brianna Guinigundo, Aajonna St. John, Sebastian Gonzalez, Katherine Pospichal
58 Research Intensive (RI) Generational exposure to social media in relation to world events Danielle Haddox, Katherine Schofield, Ondraya Moore, Nicholas Delatour
59 Research Intensive (RI) Exosome-Mediated Host Pathogen Interactions: A Drosophila Model for Chlamydia Effector Function Ridhi Harmani, John Miceli, Valeria Moreno
60 Research Intensive (RI) What the Shell? The Effects of Anthropogenic Wetland Modification on Freshwater Turtle Communities Tara Haubrich, Giavanna Harrington, Jessie Shaffer, Maddison Magyar, Caroline Figueroa
61 Research Intensive (RI) Diving Deep: Examining Faunal Abundance at Varying Water Depths in a Cypress Dome Vittoria Haynes, Samantha Maiorino, Jessie Shaffer, Madeline Rosso
62 Research Intensive (RI) Ghosts in the Groves: A Cape Canaveral Space Force Station Historical Study Michelle Hernandez, Alyssa Tucholski, Madison Ryan
64 Research Intensive (RI) Phenotypic analysis of Drosophila melanogaster expressing Chlamydia trachomatis effectors. Hedelys Hiraldo, Radhika Venkatesan
65 Service-Learning (SL) Canine Companions: A Lifelong Friendship Brenna Hiss, Sarah George, Olivia Kestner, Alondra Torralba
66 Service-Learning (SL) An Analysis of Simulating AI Prompting Through Literalness in a Gamified Robot Exercise Abigail Hulse, Bindhiya Reddy Shyam Kumar, Jimmy Winchester, Lucas Aronson
67 Service-Learning (SL) Impact of ULA-Facilitated Active Learning in Organic Chemistry Miguel Iglesias, Emily Brown, Mariam Elzanaty, Connor Boisvert
68 Service-Learning (SL) Beyond the Classroom: Advancing Literacy and Community Impact Through YAY Literacy and LDR 2002 Jeanella Jacotin, Junika Octa, Alejandra Pena, Giuseppe Riccobono, Sangrae Kim
70 Integrative-Learning Experience (IE) More than a Game Plan: Designing Safe Sport/Exercise Spaces for Athletes Bianca Jaramillo
71 Research Intensive (RI) Scute City: Impact of Urbanization on Body Condition of Kinosternon baurii in Central Florida Avarey Johnson, Tai Powell, Rachel Flis, Rhees Henderson, Enno Turner
72 Research Intensive (RI) The strength of association between obesity and mortality from cardiovascular diseases in adults Ryan Kalb
73 Research Intensive (RI) Green Light: Using Logistic Regression to Predict When a Stolen Base Attempt Will Succeed Julio Karruli
74 Service-Learning (SL) Culture Audit - Save a Life Pet Rescue Grace Kmak, Kaley Chriswell, Carter Roberts, Antonio Pizza, Caroline Parrott
75 Service-Learning (SL) Mission to Rescue: A Social Media Refresh for The Lifeboat Project Bailey Kurtz, Jesibell Davila
76 Integrative-Learning Experience (IE) Investigating Chlamydia melanogasterEffector Proteins on Cellular Pathways in Drosophila Waleska Landaeta, Arthi Ramaswamy, Pedro Machado
77 Research Intensive (RI) Spatial Drivers of DO: The Role of Vegetation in UCF's East Cypress Dome Stephanie Lievano, Anya Spara, Aliah Wales-Miller, Marissa Pratt
78 Service-Learning (SL) Fairtrade@UCF: Building Longlasting Connections Between Students, Faculty, and Conscious Consumerism Jordan Lipner, Thomas Alfaya, Myrah Santiago, Sydni Burge, John Hernandez, Indaya Byer, Madelyn Boyd
79 Research Intensive (RI) Research with Drosophila: The Under-Recognized Lab Rat for Effector Gene Manipulation Robert Londono, Arianna Valenzuela, Robert Londono, Euodia Shim, Eliza Calvo?Garcia
80 Service-Learning (SL) Supporting Chemistry Learning as a Learning Assistant Josey Matos
81 Global Learning (GL) The Impact of Gaming on Youth Christopher Mayol, Brian Nguyen, Kai Djuren
82 Research Intensive (RI) Water Quality Across the UCF, Differences Between Constructed, Natural, and Hydrologically Impacted Lyndon Medel, Hannah Hettenbach
83 Research Intensive (RI) Effects of Acute Glute Activation on 10-meter Sprint Performance: PAPE or Fatigue? Maddie Michel
84 Research Intensive (RI) From Skin to Cell Culture: Investigating the Effects of Liquid Self-Tanner on Cos-7 Cells Michael Moffett
85 Service-Learning (SL) Knights Pantry: Serving Students Through Basic Needs Support Kailimar Montanez, Valentia Payares, Tatiana Dickerson, Siera Wells, Joanna Sali
86 Research Intensive (RI) YouTube A platform for the people or for itself? Tiziano Morganti
87 Global Learning (GL) Third Spaces in Japan and America Catherine Morrow, Steven Wyer, John Foxx
88 Service-Learning (SL) Jordon Smelski Foundation Pitch Madelyn Moyers, Isabela Rocha, Madison Figueiredo, Sophia Rivera
89 Research Intensive (RI) What Makes a Listing Worth More? A Regression Analysis of Airbnb Pricing Factors in New York City Usman Mujtaba, Krish Maisuria
90 Research Intensive (RI) Effects of Kratom Mixture on Cell Death in COS-7 Cells Using Immunofluorescence Hoa Nguyen
91 Service-Learning (SL) The Lifeboat Project Team 14 Rockxy Nieves Gonzalez, Andrea Pettus, Natalia Flores, Payton Maaswinkel
92 Global Learning (GL) South Korea's 4B Movement in the Age of Digital Feminism Isabella Oliveira
93 Research Intensive (RI) Measuring the accuracy of AI-generated content vs. human-written content Nadezhda Olkhova
94 Research Intensive (RI) A Double-Edged Sword? Examining the Trade-off of Burnout in Virtual Shared Leadership Structures Autumn Ostrander, Bruno Castro, Sophia Bedoya, Victoria Perez?Palacios, Ana Valentina Cevallos
95 Research Intensive (RI) How does gender influence the negotiation strategies and outcomes for women in the corporate world? Rachel Ostrow
96 Research Intensive (RI) The strength and association between alcohol consumption and the incidence of breast cancer among ad Maria Pavon Madrid
97 Service-Learning (SL) 7 Cups Culture Audit Corban Pendrak, John Svajko, Micaela Olvera, Ryan Ashley
98 Service-Learning (SL) Zooniverse: Where Volunteers Create Science Alexandra Perry, Sawyer Rief, Johannah Ongcapin, Hanan Farah, Katherine Xenick, Eva Brock
99 Global Learning (GL) Pop Culture vs. Reality Mirror or Distortion Benjamin Post, Miliana Fajardo, Ethan Osborne
101 Research Intensive (RI) The Need to Belong: Political Ideology, Self-Esteem, and In-Group Favoritism Daniel Prias, Hunter Shapiro
102 Research Intensive (RI) Prevalence of Chytridiomycosis Infection in Two Sympatric Treefrog Species Sasha Qureshey, Emma Cerda, Renato Guzman, Lucas Delgado
103 Research Intensive (RI) Influence of Pond Cypress Tree Density on Surface Soil Organic Matter in East Cypress Dome Chase Qurollo, Varalika Chari, Isa Chiappini
104 Global Learning (GL) Global Learning Project: Analyzing the Macroenvironment of Adidas by Business Students Francys Ramirez
105 Research Intensive (RI) An Interface Analysis of Discord - What makes it so different? Craig Rigby
106 Research Intensive (RI) From Fruit Flies to Human Medicine: Functional Characterization of Chlamydia trachomatis Effector Pr Angelee Rivera Irizarry
107 Research Intensive (RI) Investigating the Role of ANGPTL4 in Melanoma Metastasis Within a Liver Environment Lindsey Russ, Hannah George
108 Service-Learning (SL) Smithsonian Scribbles to Script Stephanie Sanchez, Island Hebel-Hoover, Conner Smith, Leslye Hardnack
109 Service-Learning (SL) Advancing Resilient Biodiversity through Outreach, Repair, Education, Teamwork, Unity and Mentorship Isaiah Sawyer, Yotam Shanun, Reginald Andre, Brendan Casal
110 Research Intensive (RI) Predicting Vehicle Combat Effectiveness in Ukraine Griffin Seel, Cameron Cummins, John O'Toole, Andrew Alexander
111 Integrative-Learning Experience (IE) Midurethral Sling vs OnabotulinumtoxinA for Mixed Urinary Incontinence Raad Shaikh, Danette Rodriguez, Jana Al Suleiman, Sara Bechar, Petula Le
112 Research Intensive (RI) Cultural Stigma & Its Effect on the Mental Health of Guyanese American Young Adults Raiya Shaw
113 Research Intensive (RI) Foodways analysis of indigenous populations of Cape Canaveral Florida: faunal and paleoethnobotanica Valeriia Shvareva, Lili Williams, Christina Threlkeld, Morgan Redford
114 Research Intensive (RI) Trouble in Paradise: Tracking Tropicalization on Mosquito Lagoon Oyster Reefs Gabriel Silva, Katherine Manzelli, Maya Kurian
115 Research Intensive (RI) Anti-Inflammatory Potential of Quercetin on Cholinergic Neurons Noah Singleton
116 Research Intensive (RI) Excision on DMD Mutations via CRISPR in Tissue Culture Christopher Skelly, Giacomo Albo
117 Research Intensive (RI) An Ethological Study of Female Chachoan Peccary Competition in Captivity: Causes & Manifestations Katerina Sliwinski
118 Service-Learning (SL) Hope Walks Here: Raising Funds and Awareness for Suicide Prevention at UCF Tobey Smith
119 Research Intensive (RI) Drained Defenses: How Altered Hydrology Influences Invasive Plant Species Richness in Cypress Domes Jamie Snider, Cori McWilliams, Natalia Knapp-Seale, Deborah Faerman
120 Service-Learning (SL) Community Emergency Response Team (CERT): Strengthening Local Disaster Preparedness in Orlando Lilly Spayde
121 Integrative-Learning Experience (IE) Critical Appraisal of the AURORA Trial: Voclosporin in Lupus Nephritis Sana Sud, Jody Cunningham, Jada Sawh, Milah Fernandez
122 Research Intensive (RI) Republicans vs. Democrats: A Prediction of COVID-19 Vaccine Hesitancy across Florida Counties Elli Ta, Josephine Schumacher, Lilly Fattizzi, Shanelle Han
123 Service-Learning (SL) Service Through Education: My Experience Tutoring Hebrew at Temple Judea Eitan Tangir
124 Service-Learning (SL) Providing HOPE: Serving to Prevent Sanaya Thomas, Azaicha Jean-Baptiste, Amrita Vaka, Krishna Patel
126 Service-Learning (SL) The Cultural Audit of Save A Life Pet Rescue Andres Torres, Alex Amato, Luisa Barioni Lanez, Selah Pearl, Aaron Hembree, Katerina Kring
127 Research Intensive (RI) An Archaeological Analysis of the Bumper Blockhouse at Cape Canaveral Space Force Station Nathan Vassos, Annamaria Donnelly, Dominic Maiuri
129 Service-Learning (SL) Bringing Art to Life: How Art is Intertwined with Community Maya Weaver
131 Service-Learning (SL) Advocating for Amoeba Awareness: The Jordan Smelski Foundation Media Project Misty Zamora, Juan Sanchez, Geanluka Guedes de Souza, Leah Darby
132 Integrative-Learning Experience (IE) Efficacy and Safety of MMH-MAP in the Treatment of Mild Cognitive Impairment in Early Recovery Stage Artemis Zi, Gabrielle Gaston, Hailey Satmaria, Deriel Concecpion
133 Integrative-Learning Experience (IE) Cultural and Geographical Influences of Stardew Valley Ashley Zirkle, Cailey Cassity Ness, LJ Connolly
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.
Spotlight your work from Spring 2026 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 Spring 2026 showcase features projects from HIP-designated courses offered only during the Spring 2026 semester. Participation Options Registration was open Monday, February 9, and closed Thursday, March 26. 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. Requirements: Awards: Requirements: Awards: Steps to participate in the HIP Course Designation Student Showcase Poster Printing Options If you have questions about printing your poster, please email the HIP team.
Students
Virtual Showcase
In-Person Showcase
The HIP Course Designation Student Showcase offers students an opportunity to present their projects from HIP-designated courses. Participation opportunities for faculty:
Faculty
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: 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. Students may submit one project per HIP-designated course during each showcase cycle. If you are enrolled in more than one HIP-designated course in the same semester, you may submit one project from each course, provided that: We encourage students to thoughtfully select submissions that best represent their engaged learning experience in each course. If you graduated in the prior semester and completed a HIP-designated course, you can participate in the 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.
FAQ
What is the Amy Zeh High-Impact Practices Course Designation Student Showcase?
Why should I participate?
I haven’t received confirmation of my registration. What should I do?
Can I present an undergraduate research project, such as Honors Undergraduate Thesis or directed independent research that I conducted individually with a faculty mentor or as part of a lab group?
Can I present what I did during a study abroad program?
Why was I invited to participate in the HIP Course Designation Student Showcase?
Is the showcase an in person or virtual event?
Does anyone need to review my presentation?
What if I decide to participate in-person only?
What if I decide to participate only virtually?
What if I decide to participate virtually and in person?
If I am a Graduate Research Assistant or Undergraduate Teaching Assistant for an HIP Designated Course, can I participate as a presenter?
I am a graduate student in a Research-Intensive course that is cross-listed/split level for graduates and undergraduates. Can I present at the showcase?
I submitted my application but need to update some of the submitted information. What should I do?
What is the maximum number of presenters I can have in a group?
Who will receive registration confirmation for group projects?
Can I create a new project to present that is related to my HIP course after finishing the course?
What do I do with my presentation after the event?
How will I know if my presentation receives an award?
How many projects can I submit to the HIP Student Showcase?
Can I participate in the showcase if I graduated last semester?
Can I sign up to present a group presentation as the only member of my group interested in participating?
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