Building a Free Code Assistant

Prince Addo, Verrazzano Class of 2024, completed major in Computer Science and minor in Mathematics

For my capstone I worked on a free and open-source AI(Artificial Intelligence) code assistant. More specifically, I built a free and open-source neovim plugin called ollama-pilot.nvim that uses the ollama framework for open-source model integration. Although AI code assistant’s tools have quickly become popular amongst programmers, their close-source nature has been contentious. My project is novel in that it is the first implementation of a completely open-source code assistant.

I’ve had a real interest in hacking ever since taking computer science seriously after graduating high school. The idea of creating clever tools to break into systems piqued my interest; it was a mixture of technology and art, which I was exploring at the time. In order to successfully break into a system, like a true hacker, you must first understand the ins-and-outs of a system; only then can you creatively break it—like Picasso once said, “learn the rules like a pro, so you can break them like an artist.” Although I was never able to fully pursue hacking, this interest led to me learning about software development, Linux, and most importantly, open-source.

To me, open-source is a positive and peaceful place; there exists bad actors and people with ulterior motives, but similar to capitalism or blockchain algorithms, unless the majority of the system consists of bad actors, the system will function as intended. In computer systems, the source-code is the truth, therefore if someone hides or obfuscates the source-code then they might be lying—and one can argue that they probably are. As the name implies, open-source is about making the source-code open to the public to view, therefore it is the ultimate expression of honesty that can be made. If the source-code is available, and you want to know whether a program is not doing anything malicious, you can just read the code. If it’s not available, you have to operate on the trust-me-bro principle, which is infamous for being precarious in the computer industry.

Open-source is also a place to share and collaborate on projects with like-minded people. This builds confidence and a sense of community, which is important since the practice of programming is often isolating. I’ve met some of my closest friends working on open-source projects. Open-source can be taken further by making it free; the term free is not free as in price, all open-source projects are by nature free, but as in the freedom for anybody to modify the source-code in whichever way they want. If any security concern was introduced, instead of being only able to detect it, they would be able to remove it.

I came across Vim, a free and open-source project, really early in my programming journey. Once you’re in the realm of Linux, Vim is bound to come across your radar. It took me a while to appreciate it, but as I got more proficient, I gained more respect for it. It always felt a little too difficult, so I was never able to fully dive into it until NeoVim came out. NeoVim takes Vim and adds more features to, features which for one, make it more accessible to new programmers. On top of that, package managers like lazy.nvim that recently came out have made the experience of plugin management a lot easier and intuitive.

After the release of ChatGPT and the subsequent release of all things AI related, I started exploring AI and AI tools and began using my first code assistant called Codeium. I loved using it because it simplified the development process, but I couldn’t really trust it. I knew that my data was being sent to the Codeium servers and the code for those servers are not open-source, therefore who knows what they are doing with it. I had to shut it off and I eventually just stopped using it. I looked for some solution, but there was none, so I endeavored to build one, which is where this project comes in. Open-source AI is at its infancy and has several problems. One is that it requires an expensive computer to run it in a reasonable amount of time—or sometimes run at all. Another problem is that it is difficult to host. The latter problem was solved once I found the ollama framework, which is essentially a framework that allows you to host open-source models. The former problem is much harder, but will probably be fixed in the coming years. Once the major roadblocks were gone all that was left to do was architect and write the code. This proved to be very difficult as the learning curve was steep, but I committed myself to breaking the project into components and tackling each component in the development process. As of this writing, I have not completed the project, but I plan on getting at least an alpha or beta version out there.

Should Vocational Education be Included in Secondary Education?

Lauren Cardieri, Verrazzano Class of 2024, completed major in Mathematics (7-12) and minors in ASL and Business

Before I began my research, I had a strong belief that vocational training was needed in secondary schools and should be reimplemented. I developed this belief from my own experience in schooling growing up, as I only ever received classes that were heavily based on academics.

I used to hear stories from my relatives about their experiences in vocational classes, such as crafting furniture or rewiring a light switch, and truly I felt overlooked in my educational pursuit. While they all learned life skills that they still utilize to this day, I only learned how to properly write essays and how to multiply matrices, which may help me in higher education courses, but never in real-life, everyday experiences. I found myself wishing that I had some classes that would teach me skills that could be transferred to my outside life other than academics, hence, becoming a strong supporter of vocational education.

However, once I truly looked into the history and ideology behind vocational education, I quickly realized that this would not be the best course for secondary education institutions to go down. Instead of opening opportunities for students like I had envisioned, it instead limited students immensely, discriminated against certain people, and only had the intention of benefiting the economy rather than the students themselves.

For example, only poor, minority students would be primarily placed in these vocational classes, while the more privileged students would be placed in academic courses that could lead to higher education paths. The students left in these vocational classes would then be bound to the specific career type with little to no ability to move to another career type or chance of obtaining a high-paying job.

Because of this, I now became opposed to reestablishing vocational education in high schools and understood why there was such a movement to remove it from secondary schools.

On the other hand, Career and Technical Education (CTE) quickly caught my eye. It is the perfect balance of academic education and vocational education, as students are expected to take basic academics that will give them the opportunity to attend a higher educational facility, but it also expects students to learn specific skills. Instead of these skills being non-transferable, students in CTE education learn skills that pertain to a specific career cluster, meaning they have a multitude of career path options when exiting college. Students who participate in this type of education also receive certifications in many fields that will allow them to obtain a job straight out of high school if they wish.

The project could be developed further by finding students that received each type of education, academic, vocational, and CTE, and collect research on them. It would be interesting to see what opportunities each student received after high school, what skills they left with, how much money they receive from their jobs, if they attended a higher education, what their opinions are, and much more. With this information, I would be able to either solidify my belief that CTE is the best education type, or possibly even be thrown for another loop in my beliefs.

Event Management and Student Engagement in Higher Education

Emily Jimenez, Verrazzano Class of 2024, completed major in Business Management 

For my capstone project, I researched how the different functions of management affect event planning in higher education, and how campus activities departments and student programming boards can leverage their skills and knowledge during the event planning process in order to increase student engagement within their events. My interest in doing research on this topic came about as a result of my involvement with CSI’s Campus Activities Board (CAB), which is a programming board that plans a wide variety of events for CSI students. I served as the Chairperson of the Board, leading our team in planning and organizing these events as well as managing our budget.

Because of my own involvement with CAB, I was particularly interested in studying how effective event planning and evaluation methods could create a better experience for the students attending events on campus, thus creating higher levels of engagement that extend far beyond the events the student attends.

To begin working on my project, I first sought to gain a deeper understanding of the idea of student engagement. I learned that student engagement is a multifaceted concept, encompassing students’ academic pursuits, social interactions, and overall sense of belonging within their institution and campus community. It refers to the level of investment students have both in their classroom learning and in their overall college experience. Students who are highly engaged with their broader college experience outside of the classroom tend to have stronger positive outcomes.

After researching the concept of student engagement, I then began learning about event management, and how effective event management can lead to increased student engagement. I split my research on event management into three different sections: (1) design and planning, (2) implementation and logistics, and (3) assessment and evaluation. In this portion of my research, I learned how campus activities departments and student programming boards could consider student interests and encourage participation in the events that they plan, utilizing quantitative and qualitative assessment methods to evaluate their progress. Event organizers can utilize the feedback they receive to identify the strengths and weaknesses associated with their past events. Throughout my research, I related what I was learning to my own experience with CAB. This allowed me to provide anecdotal evidence, using some of CAB’s events and initiatives as examples in my work.

After graduating, I will continue with school to pursue a graduate degree in Higher Education and Student Affairs. Working on this capstone project helped me to solidify my decision to enroll in my graduate program. I found the research very interesting, especially since I will be working as a Graduate Assistant in Campus Activities. I would definitely like to continue learning more about event management and student engagement as a graduate student. I would love to learn more about the impact of technology in student engagement, especially as it relates to events. More specifically, I would like to explore the most effective ways to use technology for creating more engaging and accessible events.

Advanced Nanoengineering for Glucose Sensing and Drug Delivery Systems

Sakina Saeed, Verrazzano Class of 2024, completed major in Biology

Collaborating in the laboratory with my mentor Dr. Shuiqin Zhou, her doctoral graduate Koushik Bhattacharya, and Dr. Prashun Roy, has been an immensely transformative experience that goes beyond academic pursuits. I had the privilege of being instructed in an Organic Chemistry I lab by Professor Prashun Roy prior to my research experience, and gained a comprehensive understanding of his methodologies and approaches to addressing particular challenges, which set a strong foundation for my subsequent research endeavors.

During our research, our collective efforts were focused on exploring innovative solutions for managing diabetes, specifically investigating the integration of fluorescent systems for glucose sensing and insulin delivery. The primary aspects encountered in this experience on a personal level were growth as an individual, challenges faced, and meaningful insights gained from this research journey.

Embarking on a collaborative research journey with experts in diverse fields such as synthetic chemistry, polymerization techniques, and biomedical applications was truly enlightening. Dr. Zhou’s mentorship not only expanded my technical knowledge but also nurtured critical thinking and problem-solving skills. Working as a team taught me the value of effective communication, collaboration, and leveraging collective expertise to drive meaningful research outcomes. Moreover, this collaborative environment allowed me to build strong professional relationships and learn from the unique perspectives of each team member.

Our research project centered around addressing the challenges faced by individuals with Type 1 diabetes, with a keen focus on the seamless integration of continuous glucose monitoring and precise insulin delivery. Delving into the potential of fluorescent systems for dual functionality not only broadened our horizons but also paved the way for innovative approaches in healthcare. This hands-on experience not only deepened my understanding but also reignited my fervor for contributing to advancements that have a direct and tangible impact on the well-being and quality of life of patients. It was fulfilling to see how our research could potentially transform healthcare practices and improve patient outcomes.

One of the most exhilarating aspects of this research journey was the exposure to advanced machines and tools that revolutionized our approach to scientific inquiry. The Transmission Electron Microscope (TEM), Photoluminescence Spectroscopy (PL), Dynamic Light Scattering (DLS), Nuclear Magnetic Resonance (NMR), and Gel Permeation Chromatography (GPC) were not just instruments in a lab but gateways to a deeper understanding of molecular structures and material properties. The hands-on experience with these technologies not only expanded my technical proficiency but also fostered a deeper appreciation for material characterization techniques and their significance in biomedical applications.

Reflecting on my time in the lab with Dr. Zhou, Koushik, and Dr. Roy, I am grateful for the invaluable experiences, mentorship, and personal growth that this journey has provided. Collaborative research, coupled with exposure to advanced machines and tools, not only expanded my scientific knowledge but also nurtured essential skills such as teamwork, communication, and problem-solving. This experience has deepened my passion for contributing to meaningful research endeavors and has prepared me for future challenges and opportunities in the field of biomedical engineering. While I am passionate about becoming a Physician Assistant (PA) and directly contributing to patient care, this research experience has ignited another found passion for research in a laboratory setting. I envision combining my clinical skills as a PA with continued research in biomedical engineering, aiming to bridge the gap between innovative research and practical healthcare applications. This dual approach will not only enhance my capabilities as a healthcare professional but also contribute significantly to advancing healthcare practices and patient outcomes.