Amy Zeh High-Impact Practices Course Designation Student Showcase - High Impact Practices (HIP) Hub

Amy Zeh High-Impact Practices Course Designation Student Showcase - High Impact Practices (HIP) Hub
Virtual Showcase
Dates:
Available from Friday, April 17
Location:
UCF STARS
In-Person Showcase
Date:
Wednesday, April 22
Time:
10 a.m. – noon
Location:
Pegasus Ballroom, UCF Student Union
In-Person Showcase Program
Poster Number
Designation
Presentation
Presenters
Research Intensive (RI)
Tracing Evolution Through Teeth: Dental Morphology of the Lagoa Santa Fossil Population
Kelsey Aaron
Global Learning (GL)
Environmental Control in Japanese Contexts
Justin Abraham, Josh Salazar, Md Miah, Raymond Robertson
Research Intensive (RI)
Project B
Weglandsy Aldajuste, Alejandro Mendiola, Kade Salazar, Ty Spradley
Global Learning (GL)
Community and Identity Through Social and Literary Media.
Kevin Alexander, Wilson McCall, Tyler Williams
Research Intensive (RI)
Anurans: Calling Above the Noise
Caroline Anderson, Cecelia Keicher, Roman Turner, Justin Moya, Kalind Peterson
Research Intensive (RI)
Myth to Mindset: Comparing Perceptions of Female Leadership in Hinduism and Christianity.
Maya Arangath
Service-Learning (SL)
Strengthening Community Support For Vulnerable Populations To Improve Health Outcomes: Parramore
Mary Baker
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.
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.
GaIMs Maker Space
College of Community Innovation and Education Research Administration Services Team
UCF Graduate Student Center (cost: $25 per poster)
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.
Virtual Judging Criteria
Global Learning Judging Criteria
Integrative-Learning Experience Judging Criteria
Research Intensive Judging Criteria
Service-Learning Judging Criteria
FAQ
What is the Amy Zeh High-Impact Practices Course Designation Student Showcase?
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.
Why should I participate?
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.
I haven’t received confirmation of my registration. What should I do?
Showcase participants will be contacted about a week after the registration deadline. If you do not receive event information, please email
HIP@ucf.edu
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?
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.
Can I present what I did during a study abroad program?
Students actively participating in a study abroad program are not eligible to participate in the showcase.
Why was I invited to participate in the HIP Course Designation Student 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.
Is the showcase an in person or virtual 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.
Does anyone need to review my presentation?
No. Presentations will be reviewed to ensure they meet accessibility guidelines.
What if I decide to participate in-person only?
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.
What if I decide to participate only virtually?
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.
What if I decide to participate virtually and in person?
You have the option to present virtually and in person. Follow the instructions for each format.
If I am a Graduate Research Assistant or Undergraduate Teaching Assistant for an HIP Designated Course, can I participate as a presenter?
No. Only undergraduate students enrolled in a HIP-designated course are eligible to participate in the showcase.
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?
No. Only undergraduates can participate in the showcase.
I submitted my application but need to update some of the submitted information. What should I do?
Email
HIP@ucf.edu
and provide the missing details; when possible, we will add the information to your submitted application .
What is the maximum number of presenters I can have in a group?
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.
Who will receive registration confirmation for group projects?
All emails go to the primary presenter (the student who signed up the group). Check with them for details.
Can I create a new project to present that is related to my HIP course after finishing the course?
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.
What do I do with my presentation after the event?
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).
How will I know if my presentation receives an award?
Award recipients will be notified via email. The primary presenter will be notified for group presentations.
How many projects can I submit to the HIP Student Showcase?
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.
Can I participate in the showcase if I graduated last semester?
If you graduated in the prior semester and completed a HIP-designated course, you can participate in the event.
Can I sign up to present a group presentation as the only member of my group interested in participating?
Yes. If you have received permission from all of the members of the group, you are able to register to present for your group.
Download our 2025 Program
Past Showcase Award Winners
HIP Team
: General showcase questions
Marika Koch
: Service-learning experiences
Dr. Alison Hudson
: Research-intensive experiences
Dr. Estrella Rodriguez
: Global learning and integrative-learning experiences