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UCF STARS 

In-Person Showcase Program

Poster NumberDesignationPresentationPresenters
1Research Intensive (RI)Tracing Evolution Through Teeth: Dental Morphology of the Lagoa Santa Fossil PopulationKelsey Aaron
2Global Learning (GL)Environmental Control in Japanese ContextsJustin Abraham, Josh Salazar, Md Miah, Raymond Robertson
3Research Intensive (RI)Project BWeglandsy Aldajuste, Alejandro Mendiola, Kade Salazar, Ty Spradley
4Global Learning (GL)Community and Identity Through Social and Literary Media. Kevin Alexander, Wilson McCall, Tyler Williams
5Research Intensive (RI)Anurans: Calling Above the NoiseCaroline Anderson, Cecelia Keicher, Roman Turner, Justin Moya, Kalind Peterson
6Research Intensive (RI)Myth to Mindset: Comparing Perceptions of Female Leadership in Hinduism and Christianity. Maya Arangath
7Service-Learning (SL)Strengthening Community Support For Vulnerable Populations To Improve Health Outcomes: ParramoreMary Baker
9Integrative-Learning Experience (IE)Hands-On Chromatography: A High-Impact Chemistry Laboratory ExperienceMariana Bartilotti Garcia
11Research Intensive (RI)How does parental engagement impact speech and language outcomes in children receiving outpatient speech-language therapy?Kerney Belance
12Service-Learning (SL)OPERATION MARS: Engineering a Mission to the Red Planet!Livia Belem Rangel de Carvalho, Dylan Nunn, John Page, McKinley Zimmerman, Sami Judeh
13Research Intensive (RI) From Podcaster to Skit Maker: How do platforms like TikTok and Instagram allow a user to go viral?Angelina Benbeneck
14Research Intensive (RI)Molecular Functions of Secreted Bacterial Effectors: Modeling Chlamydia Pathogenesis in DrosophilaRhiannon Berbes
15Service-Learning (SL)Potato Circuitry and Battery Cell DesignParker Beyl, Tony Le, Maxwell Barron, James Quant, Owen Morgan
16Research Intensive (RI)OUT in the Boonies - Small Town, Big LoveBrooklyn Bolkosky
17Research Intensive (RI)How Does Private Reflection Turn Into Public Performance.Maxwell Boral
18Service-Learning (SL)Snaptastic: Electrical Engineering Made Shockingly Simple!Sean Bramley, Silas Jones, Chris Bano, Angela Unterholzner, Mike Wong, Desmond Castro
19Service-Learning (SL)Orange County Animal Services | Adoption AwarenessCameron Braun, Grace Exum, Caitlyn Bray, Mikaela Simpson-Hose, Shelby Ferguson
20Service-Learning (SL)Posting for a Purpose: The Lifeboat ProjectKatie Brogan, Isabella Valentino, Lucas Bernstein, Jeanne Simoes
21Integrative-Learning Experience (IE)Pregnancy in Polycystic Ovary Syndrome Flavia Cabrera, Alexa Echevarria, Marselle Valdez, Alyssa Busgith
22Service-Learning (SL)Harvesting Hope in Central Florida with Second Harvest Food Bank Shayna Caddell, Lucia Hernandez, Correna Bartow, Jonathan Lungstrum, Kevin Wechsler
23Service-Learning (SL)My experience as a ULA in the Chemistry Laboratory Course.Brian Castro
24Service-Learning (SL)New Opportunities Leads to New Appreciation for the CommunityAkhil Chedde
25Global Learning (GL)Social Mentality in the US vs JapanJarez Christian, Rafferty Rinke, Aurora Flores, Daniel Oliveros
26Research Intensive (RI)Optimization of Restriction Enzyme Digestion Conditions for Efficiency in DNA CleavageBerline Civil
27Research Intensive (RI)Influence of lunar phases on aquatic and semi-aquatic herpetofauna in central FloridaBailey Cluck, William Fausnaugh, Abbey Shields
29Research Intensive (RI)Exploring the Association Between Social Cohesion and Attitudes Toward AI UseJasmine Coronado
30Research Intensive (RI)Perceptions of Social Mobility and Their Impact on Attitudes Toward Universal Basic IncomeCasey Courtright
31Research Intensive (RI)Behind The Screams: Exploring Central Florida's Haunt CommunityCarley Davis
32Research Intensive (RI)The History of the Word Nightmare Lauren Delhomme
33Research Intensive (RI) Women Politicians running for President in the USZainab Dewji
34Integrative-Learning Experience (IE)Clinical Trial: EpilepsyDiego Diaz, Jean Moreno, Hashanah Valcin, Mustafa Elbejane, Ali Maqsood
35Research Intensive (RI)Investigating the Effects of Lansoprazole on Cell Viability and Cytoskeletal OrganizationSimran Dillip
36Integrative-Learning Experience (IE)Analysis of VO2 & Resting Metabolic Rate assessment for Patient Centered-CareTerry Dinh, Zhi Lin
37Service-Learning (SL)Battling Human Trafficking: How Social Media Advertising Influences Awareness Cami Dobson, Addyson Jones, Alexandra Boveil, Giovanni Gioia
38Service-Learning (SL)Helping Instill Hope in Our Local CommunityAudrey Dowdell, Kimberly Vega, Shelby Luffman, Brian Medina
39Service-Learning (SL)Reinventing the MoldShayne Draizin
40Global Learning (GL)Foreign Cultural Influences on Japanese Self-ExpressionEmma Dunagan, Amber Fuentes, Juliana Rivera
41Research Intensive (RI)Synergistic Effects of TNF-a and TGF-B1 on Fibrotic Transformation of Alveolar Epithelium.Jasra Elahi, Joseph Giardina, Sophia Ritner
42Service-Learning (SL)Staying Accurate in the Analytical Chemistry Lab: The Impact of Undergraduate Learning AssistantsCorrena Ervin, Ashley Santonil, Charles Synder
43Research Intensive (RI)Potential of Algae for PAH BioremediationEmma Esteban, Lauren Gonzalez
45Service-Learning (SL)Expanding Waves: The Lifeboat Project Social Media RoadmapSofia Federman, Camila Teran, Karla Echegaray
46Research Intensive (RI)Dictionary Antedatings and ResearchHannah Feldman
47Research Intensive (RI)Analyzing Toxicity of E-cigarette Flavoring Chemicals on BEAS-2B Bronchial Epithelial Cells In-VitroCaroline Ferrarin
48Research Intensive (RI)Analysis of Modified Shark Teeth from Archaeological Contexts at Cape CanaveralOlivia Fiorentino, Celestial Henry, Cacolici Caiman
49Service-Learning (SL)Empowering Each Other: Using Effective Communication to LearnQuinn Fitzgibbons
51Research Intensive (RI)The strength of association between obesity and mortality from diabetes among adultsDiego Garcia
52Service-Learning (SL)Giving meals a second chance with a Second HarvestAnthony George, Sebastian Soto-Ambert, Daneelia Dalrymple, Joao Victor-Silva
53Service-Learning (SL)Social Media Improvements for The Lifeboat ProjectCamila Gomez, Brianna Greene, Nicole Vasquez
54Research Intensive (RI)The strength of the association between obesity and mortality from stroke among adults.Estefania Gonzalez Ulmos
55Service-Learning (SL)Her Health Matters; Educating and Providing for Those in NeedLandry Goodwin, Mitchell Ross, Zaileni Otero
56Research Intensive (RI)Dose-Dependent Effects of Kratom on Cytoskeleton Integrity and Cell Viability in COS-7 CellsCharlene Groves
57Research Intensive (RI)Who's a Good Kid: Perceived Parenting Styles and Prosocial BehaviorsBrianna Guinigundo, Aajonna St. John, Sebastian Gonzalez, Katherine Pospichal
58Research Intensive (RI)Generational exposure to social media in relation to world eventsDanielle Haddox, Katherine Schofield, Ondraya Moore, Nicholas Delatour
59Research Intensive (RI)Exosome-Mediated Host Pathogen Interactions: A Drosophila Model for Chlamydia Effector FunctionRidhi Harmani, John Miceli, Valeria Moreno
60Research Intensive (RI)What the Shell? The Effects of Anthropogenic Wetland Modification on Freshwater Turtle CommunitiesTara Haubrich, Giavanna Harrington, Jessie Shaffer, Maddison Magyar, Caroline Figueroa
61Research Intensive (RI)Diving Deep: Examining Faunal Abundance at Varying Water Depths in a Cypress DomeVittoria Haynes, Samantha Maiorino, Jessie Shaffer, Madeline Rosso
62Research Intensive (RI)Ghosts in the Groves: A Cape Canaveral Space Force Station Historical Study Michelle Hernandez, Alyssa Tucholski, Madison Ryan
64Research Intensive (RI)Phenotypic analysis of Drosophila melanogaster expressing Chlamydia trachomatis effectors.Hedelys Hiraldo, Radhika Venkatesan
65Service-Learning (SL)Canine Companions: A Lifelong FriendshipBrenna Hiss, Sarah George, Olivia Kestner, Alondra Torralba
66Service-Learning (SL)An Analysis of Simulating AI Prompting Through Literalness in a Gamified Robot ExerciseAbigail Hulse, Bindhiya Reddy Shyam Kumar, Jimmy Winchester, Lucas Aronson
67Service-Learning (SL)Impact of ULA-Facilitated Active Learning in Organic ChemistryMiguel Iglesias, Emily Brown, Mariam Elzanaty, Connor Boisvert
68Service-Learning (SL)Beyond the Classroom: Advancing Literacy and Community Impact Through YAY Literacy and LDR 2002Jeanella Jacotin, Junika Octa, Alejandra Pena, Giuseppe Riccobono, Sangrae Kim
70Integrative-Learning Experience (IE)More than a Game Plan: Designing Safe Sport/Exercise Spaces for AthletesBianca Jaramillo
71Research Intensive (RI)Scute City: Impact of Urbanization on Body Condition of Kinosternon baurii in Central FloridaAvarey Johnson, Tai Powell, Rachel Flis, Rhees Henderson, Enno Turner
72Research Intensive (RI)The strength of association between obesity and mortality from cardiovascular diseases in adultsRyan Kalb
73Research Intensive (RI)Green Light: Using Logistic Regression to Predict When a Stolen Base Attempt Will SucceedJulio Karruli
74Service-Learning (SL)Culture Audit - Save a Life Pet RescueGrace Kmak, Kaley Chriswell, Carter Roberts, Antonio Pizza, Caroline Parrott
75Service-Learning (SL)Mission to Rescue: A Social Media Refresh for The Lifeboat ProjectBailey Kurtz, Jesibell Davila
76Integrative-Learning Experience (IE)Investigating Chlamydia melanogasterEffector Proteins on Cellular Pathways in Drosophila Waleska Landaeta, Arthi Ramaswamy, Pedro Machado
77Research Intensive (RI)Spatial Drivers of DO: The Role of Vegetation in UCF's East Cypress DomeStephanie Lievano, Anya Spara, Aliah Wales-Miller, Marissa Pratt
78Service-Learning (SL)Fairtrade@UCF: Building Longlasting Connections Between Students, Faculty, and Conscious ConsumerismJordan Lipner, Thomas Alfaya, Myrah Santiago, Sydni Burge, John Hernandez, Indaya Byer, Madelyn Boyd
79Research Intensive (RI)Research with Drosophila: The Under-Recognized Lab Rat for Effector Gene ManipulationRobert Londono, Arianna Valenzuela, Robert Londono, Euodia Shim, Eliza Calvo?Garcia
80Service-Learning (SL)Supporting Chemistry Learning as a Learning AssistantJosey Matos
81Global Learning (GL)The Impact of Gaming on YouthChristopher Mayol, Brian Nguyen, Kai Djuren
82Research Intensive (RI)Water Quality Across the UCF, Differences Between Constructed, Natural, and Hydrologically ImpactedLyndon Medel, Hannah Hettenbach
83Research Intensive (RI)Effects of Acute Glute Activation on 10-meter Sprint Performance: PAPE or Fatigue?Maddie Michel
84Research Intensive (RI)From Skin to Cell Culture: Investigating the Effects of Liquid Self-Tanner on Cos-7 Cells Michael Moffett
85Service-Learning (SL)Knights Pantry: Serving Students Through Basic Needs SupportKailimar Montanez, Valentia Payares, Tatiana Dickerson, Siera Wells, Joanna Sali
86Research Intensive (RI)YouTube A platform for the people or for itself? Tiziano Morganti
87Global Learning (GL)Third Spaces in Japan and AmericaCatherine Morrow, Steven Wyer, John Foxx
88Service-Learning (SL)Jordon Smelski Foundation Pitch Madelyn Moyers, Isabela Rocha, Madison Figueiredo, Sophia Rivera
89Research Intensive (RI)What Makes a Listing Worth More? A Regression Analysis of Airbnb Pricing Factors in New York CityUsman Mujtaba, Krish Maisuria
90Research Intensive (RI)Effects of Kratom Mixture on Cell Death in COS-7 Cells Using ImmunofluorescenceHoa Nguyen
91Service-Learning (SL)The Lifeboat Project Team 14Rockxy Nieves Gonzalez, Andrea Pettus, Natalia Flores, Payton Maaswinkel
92Global Learning (GL)South Korea's 4B Movement in the Age of Digital FeminismIsabella Oliveira
93Research Intensive (RI)Measuring the accuracy of AI-generated content vs. human-written contentNadezhda Olkhova
94Research Intensive (RI)A Double-Edged Sword? Examining the Trade-off of Burnout in Virtual Shared Leadership StructuresAutumn Ostrander, Bruno Castro, Sophia Bedoya, Victoria Perez?Palacios, Ana Valentina Cevallos
95Research Intensive (RI)How does gender influence the negotiation strategies and outcomes for women in the corporate world?Rachel Ostrow
96Research Intensive (RI)The strength and association between alcohol consumption and the incidence of breast cancer among adMaria Pavon Madrid
97Service-Learning (SL)7 Cups Culture AuditCorban Pendrak, John Svajko, Micaela Olvera, Ryan Ashley
98Service-Learning (SL)Zooniverse: Where Volunteers Create ScienceAlexandra Perry, Sawyer Rief, Johannah Ongcapin, Hanan Farah, Katherine Xenick, Eva Brock
99Global Learning (GL)Pop Culture vs. Reality Mirror or DistortionBenjamin Post, Miliana Fajardo, Ethan Osborne
101Research Intensive (RI)The Need to Belong: Political Ideology, Self-Esteem, and In-Group Favoritism Daniel Prias, Hunter Shapiro
102Research Intensive (RI)Prevalence of Chytridiomycosis Infection in Two Sympatric Treefrog SpeciesSasha Qureshey, Emma Cerda, Renato Guzman, Lucas Delgado
103Research Intensive (RI)Influence of Pond Cypress Tree Density on Surface Soil Organic Matter in East Cypress DomeChase Qurollo, Varalika Chari, Isa Chiappini
104Global Learning (GL)Global Learning Project: Analyzing the Macroenvironment of Adidas by Business StudentsFrancys Ramirez
105Research Intensive (RI)An Interface Analysis of Discord - What makes it so different?Craig Rigby
106Research Intensive (RI)From Fruit Flies to Human Medicine: Functional Characterization of Chlamydia trachomatis Effector PrAngelee Rivera Irizarry
107Research Intensive (RI)Investigating the Role of ANGPTL4 in Melanoma Metastasis Within a Liver EnvironmentLindsey Russ, Hannah George
108Service-Learning (SL)Smithsonian Scribbles to ScriptStephanie Sanchez, Island Hebel-Hoover, Conner Smith, Leslye Hardnack
109Service-Learning (SL)Advancing Resilient Biodiversity through Outreach, Repair, Education, Teamwork, Unity and MentorshipIsaiah Sawyer, Yotam Shanun, Reginald Andre, Brendan Casal
110Research Intensive (RI)Predicting Vehicle Combat Effectiveness in UkraineGriffin Seel, Cameron Cummins, John O'Toole, Andrew Alexander
111Integrative-Learning Experience (IE)Midurethral Sling vs OnabotulinumtoxinA for Mixed Urinary Incontinence Raad Shaikh, Danette Rodriguez, Jana Al Suleiman, Sara Bechar, Petula Le
112Research Intensive (RI)Cultural Stigma & Its Effect on the Mental Health of Guyanese American Young AdultsRaiya Shaw
113Research Intensive (RI)Foodways analysis of indigenous populations of Cape Canaveral Florida: faunal and paleoethnobotanicaValeriia Shvareva, Lili Williams, Christina Threlkeld, Morgan Redford
114Research Intensive (RI)Trouble in Paradise: Tracking Tropicalization on Mosquito Lagoon Oyster ReefsGabriel Silva, Katherine Manzelli, Maya Kurian
115Research Intensive (RI)Anti-Inflammatory Potential of Quercetin on Cholinergic Neurons Noah Singleton
116Research Intensive (RI)Excision on DMD Mutations via CRISPR in Tissue CultureChristopher Skelly, Giacomo Albo
117Research Intensive (RI)An Ethological Study of Female Chachoan Peccary Competition in Captivity: Causes & ManifestationsKaterina Sliwinski
118Service-Learning (SL)Hope Walks Here: Raising Funds and Awareness for Suicide Prevention at UCFTobey Smith
119Research Intensive (RI)Drained Defenses: How Altered Hydrology Influences Invasive Plant Species Richness in Cypress DomesJamie Snider, Cori McWilliams, Natalia Knapp-Seale, Deborah Faerman
120Service-Learning (SL)Community Emergency Response Team (CERT): Strengthening Local Disaster Preparedness in OrlandoLilly Spayde
121Integrative-Learning Experience (IE)Critical Appraisal of the AURORA Trial: Voclosporin in Lupus NephritisSana Sud, Jody Cunningham, Jada Sawh, Milah Fernandez
122Research Intensive (RI)Republicans vs. Democrats: A Prediction of COVID-19 Vaccine Hesitancy across Florida CountiesElli Ta, Josephine Schumacher, Lilly Fattizzi, Shanelle Han
123Service-Learning (SL)Service Through Education: My Experience Tutoring Hebrew at Temple JudeaEitan Tangir
124Service-Learning (SL)Providing HOPE: Serving to PreventSanaya Thomas, Azaicha Jean-Baptiste, Amrita Vaka, Krishna Patel
126Service-Learning (SL)The Cultural Audit of Save A Life Pet RescueAndres Torres, Alex Amato, Luisa Barioni Lanez, Selah Pearl, Aaron Hembree, Katerina Kring
127Research Intensive (RI)An Archaeological Analysis of the Bumper Blockhouse at Cape Canaveral Space Force StationNathan Vassos, Annamaria Donnelly, Dominic Maiuri
129Service-Learning (SL)Bringing Art to Life: How Art is Intertwined with CommunityMaya Weaver
131Service-Learning (SL)Advocating for Amoeba Awareness: The Jordan Smelski Foundation Media ProjectMisty Zamora, Juan Sanchez, Geanluka Guedes de Souza, Leah Darby
132Integrative-Learning Experience (IE)Efficacy and Safety of MMH-MAP in the Treatment of Mild Cognitive Impairment in Early Recovery StageArtemis Zi, Gabrielle Gaston, Hailey Satmaria, Deriel Concecpion
133Integrative-Learning Experience (IE)Cultural and Geographical Influences of Stardew ValleyAshley 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.

Students

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.

Registration Has Closed

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 8 a.m. Thursday, April 16. 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 Tuesday, April 21. 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 Friday, April 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)   

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 Friday, April 17, judges will receive links to prerecorded presentations, optional digital posters and the judging rubric.  
  • Scores must be submitted by midnight on Tuesday, April 21. 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 Wednesday, April 22, from 10 a.m. – noon in the Pegasus Ballroom in the Student Union. Encourage your students to attend. 

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.

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:

  • The projects are distinct and do not overlap in content, and
  • You understand that you are eligible to receive an award for only one project per showcase cycle.

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.

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