Increasing Exercise Adherence using Applied Behavioral Analysis Principles

 Aidan Kielty, Verrazzano Class of 2026, completed a major in Psychology

For my capstone project, I was able to combine my interest in sports and working out with one of my favorite areas of study, Applied Behavioral Analysis. Going into it, I initially thought the project was going to be really challenging because of how structured and research-based capstones are supposed to be. I expected a lot of difficulty with the research and trying to apply psychological concepts in a meaningful way. At first, it felt a little overwhelming because I wasn't completely sure how I would connect everything. As I started planning and working through the project, I

realized it was actually much more manageable than I thought, mainly because I was working with a topic I genuinely enjoy. I focused on how behavioral principles like reinforcement, habit formation, and feedback can be applied to athletic performance and training consistency. Since I already live in that environment as a baseball player and someone who works out regularly, it made the process much more enjoyable. I could clearly see real-life examples of the concepts I was studying, which made it easier to develop ideas and support them with research. One of the most valuable parts of the capstone was realizing how much behavior affects performance in sports. Things like how athletes respond to positive reinforcement, how routines are built, and how consistency develops over time became very clear through both my research and personal experience. It also helped me understand my own training habits better and how I can improve them. Overall, even though I expected the capstone to be really difficult, it ended up being a lot more enjoyable than I thought. Because I was interested in the topic, the work didn't feel as stressful, and I was able to stay focused throughout the process. It ended up being a project that I really enjoyed doing and I learned from.

The Importance of Pregnancy-Related Laboratory Diagnostics

 Melisha Nagodavithana, Verrazzano Class of 2026, completed a major in Medical Laboratory Science and minor in English Writing

My name is Melisha, and my research is on laboratory diagnostics and how practices and communication directly influence maternal and fetal outcomes. According to the World Health Organization, about 1 in 175 births result in stillbirth. In addition to that, America leads among developed countries in the highest mortality rates among mothers. Since pregnancy is a highly monitored physiological process, my goal with this project is to highlight how everyday laboratory operations, especially pre-analytical errors, can delay critical testing and ultimately affect patient safety. I expected this capstone to be tedious and challenging. It consists of a lot of data I personally collected at Richmond University Medical Center. In obstetrics, timely and accurate lab testing is essential. Pregnant patients routinely rely on 6 laboratory departments: Hematology, who analyzes complete blood counts, coagulation for clotting factors, Chemistry for metabolic panels and glucose monitoring, Microbiology for cultures like Group B Strep, Immunology for infectious disease screening, and Blood Bank for ABO/Rh typing and antibody screening. Any delay or error in these processes can impact clinical decisions, including Rh immunoglobulin administration, transfusion planning, and infection management. I expected it would have been challenging to collect 100 canceled pregnancy samples, but the technologists whom I shadowed helped me narrow my focus on my research and collected samples for me with ease.

What surprised me most was how much insight came from conversations rather than articles. Speaking with experienced lab professionals revealed stories that textbooks never mention. To address these issues, I propose three solutions that I could gather more research on to prove their effectiveness in decreasing turnaround times and preventing loss of maternal and fetal patients. One solution is to create a standardized, statewide data system to ensure consistent documentation and allow hospitals to track trends in real time. Another solution is trying regular hands‑on competency training, especially for tube selection, labeling, and specimen handling. This reinforces good habits and reduces preventable errors. My last solution is promoting a culture of patient‑safety responsibility, where every healthcare worker, from phlebotomy to nursing to the lab, understands the downstream impact of shortcuts.

This research experience taught me how to be more curious and ask questions about day-to-day standards and protocols. Data shows why America has the highest mortality rates compared to other developed countries, and it's our job to figure out how to lower those rates. I realized that the work we do in the lab has a profound ripple effect. Even small improvements can make a meaningful difference for patients and families.

Data Driven Staten Island

 Angelo Ponniah, Verrazzano Class of 2026, completed a major in Info Systems & Informatics and minors in Business and Design & Digital Media

For my capstone project, Data Driven Staten Island, was an opportunity to combine my academic interest in information systems with my desire to create something useful for my community. At its core, the project is a web-based economic dashboard and resource platform built to help Staten Island residents better understand local economic conditions and discover support services, jobs, and programs in one place. I chose this topic because Staten Island is often described as NYC’S forgotten borough, and I wanted to build a project that addressed the challenge of fragmented access to local information. Rather than treating the capstone as purely theoretical exercise, I wanted it to become a practical system that could actually support decision making for students, business owners, and community organizations.

The project grew out of a simple question: how can public data be made more useful at the local level? I noticed that economic and community information about Staten Island was spread across many different sources, including government portals, public reports, and other datasets that were not easy for an average user to interpret. That fragmentation creates a barrier for people who need quick, understandable information. My capstone addressed that problem by bringing together key indicators such as unemployment, business activity, transit ridership, and rent into a single dashboard. I also connected the data to community resources and application workflows so that the project would not stop at visualizing information, but would also support action.

One of the most valuable parts of the capstone was the technical design process. I built the application using Flask on the backend, SQLite for storage, and HTML,CSS, Javascript, and Chart.js on the front end. This structure allowed me to keep the system manageable while still demonstrating a complete full stack workflow. The backend provides routes for the web pages and API endpoints for the dashboard, while the frontend retrieves JSON data and renders charts dynamically. That separation helped me understand how web applications move data from the database to the user interface. I also learned the importance of planning for failure because public API’s are not always available or consistent. I built fallback logic so the dashboard can still function even when external services are down. That decision made the project more resilient and taught me that reliability is just as important as functionality.

Another important lesson came from thinking carefully about the database structure. Instead of storing everything in one large table, I organized the system so that dataset, time-series values, user accounts, feedback, job applications, and program applications each have a distinct role. This made the system easier to query, easier to maintain, and easier to explain it. It also reinforced what I have learned as an information systems student: good design is not only about making something work, but also making it understandable, extendable, and efficient. I became more comfortable tracing how data moves through the system, from the moment a user submits a form or charges a filter to the point where the application stores or displays the result.

The capstone also helped me grow personally. At the beginning, I expected the project to be mostly about building a website, but it became much more than that. It required research, planning, coding, debugging, and documentation, all while keeping the needs of the user in mind. I had to think about how a non technical person would use the dashboard, how a professor would evaluate the technical depth, and how the project could be explained clearly in both written and spoken form. That process strengthened my communication skills and taught me how to defend my choices with evidence rather than assumptions. I also learned how to manage a large project by breaking it into smaller parts and focusing on one feature at a time instead of trying to complete everything at once.

What surprised me the most was how much documentation mattered. The project was not only judged by the final website, but also by how clearly I could explain the design, data flow, and purpose behind it. The use cases, diagrams, and written reflection all became part of the overall argument for why the system was built the way it was. This made me realize that documentation is not extra work; it is part of the project itself. A well-documented system is easier to maintain, easier to debug, and easier for someone else to extend in the future.

If I continue developing Data Driven Staten Island, I would expand the data pipeline so updates happen automatically on a schedule, improve the application and resource management features, and add more analytics that show how people are using the platform. I would also like to make the system more interactive for community partners so that organizations could update their own listings or upload new information directly. In a larger version of the project, I would also consider expanding the model to other boroughs or neighborhoods. Even so, I believe the current version already accomplishes something meaningful: it shows how ISI can be used to transform public data into a tool for local empowerment.

Overall, my capstone helped me connect technical skills with community impact. It challenged me to think like a developer, a problem-solver, and a designer at the same time. Most importantly, it showed me that technology can make local information easier to access, easier to understand, and more useful for the people who need it most. Through this project, I gained not only a stronger understanding of web development and data handling, but also a deeper appreciation for how technology can serve the community.

The Impact of Adverse Childhood Experiences on Academic Performance and Mental Health

 Karina Navarro Romero, Verrazzano Class of 2026, completed a major in Nursing

My research area was shaped by my exposure to a psychiatric nursing class and my clinical rotations in the adolescent’s unit at Richmond University Medical Center (RUMC). During this time, my clinical professor introduced the concept of Adverse Childhood Experiences (ACEs) and explained how early trauma can affect children and adolescents as they grow. Seeing patients in the adolescent unit interested me and made the topic feel very real, which motivated me to explore it further and understand how early life experiences influence both mental health and academic success.

Initially, I expected the capstone to be very difficult and overwhelming, especially in terms of writing and organizing the content of my capstone. However, it ended up being more manageable than I thought. With the guidance and support of my mentor, Dr. Contreras, I was able to stay on track and complete it step by step, which made the process feel less intimidating.

One of the biggest challenges that I faced was finding the time to work on my capstone while balancing night shifts as a nurse and other responsibilities. Staying consistent with writing was difficult at times, especially when I had back-to-back assignment deadlines from other classes and was tired from work. Another challenge was narrowing down such a broad topic into a more specific population group. However, once I had a clear idea of what I was going to write, finding and integrating sources from the research became easier.

What surprised me most was how strong and consistent the connection is between ACEs and long-term outcomes, including mental health struggles and academic difficulties. I was also surprised by how protective factors, such as strong family support, school involvement, and early interventions, can reduce these negative effects.

If I were to expand this research, I would focus more on specific interventions within schools and healthcare settings, such as trauma-informed care practices and early ACE screening tools. I would also be interested in exploring other long-term outcomes to better understand how early support can influence a person’s life over time.

Overall, this experience helped me develop stronger research, writing, and time management skills. In addition, having a greater awareness of the importance of early identification, empathy, and support, especially in healthcare and educational settings, and early intervention can make a meaningful difference in someone’s life.

Move More, Think Better: The Cognitive Benefits of Sports

 Antonino Sciortino, Verrazzano Class of 2026, completed a major in Psychology

My capstone research examined how physical activity, especially participation in sports, affects cognitive function across the lifespan. I focused on whether sports provide additional cognitive benefits beyond general physical activity, particularly in areas like attention, memory, and decision-making. Overall, the research suggests that staying physically active is linked to better cognitive performance, and that team sports may offer even greater benefits because they require communication, coordination, and quick thinking.

I became interested in this topic after noticing during cognitive psychology lab experiments that I consistently had some of the fastest reaction times in the class. This made me wonder if my background in sports played a role in how my brain processes information. Initially, I expected the capstone process to be somewhat boring, but I found it genuinely interesting as I discovered how strongly physical activity can influence cognition. It made the research feel more personal, since I could connect the findings directly to my own experiences.

The most challenging part has been the poster presentation, both because presenting to a large audience is difficult for me and because it is challenging to decide what information is most important to include within a limited space. There is a lot of research to draw from, and narrowing it down to the most meaningful points without losing important details has been difficult. Surprisingly, writing the paper itself felt more manageable than expected, largely due to the guidance and support from my mentor, which helped me stay organized and confident throughout the process.

If I were to expand this research, I would explore differences between specific types of team sports to see if certain sports lead to greater cognitive benefits than others. I would also be interested in examining long-term cognitive outcomes by following individuals over time to better understand how consistent participation in physical activity impacts brain health as people age. Additionally, looking at different age groups or levels of competition could provide a more detailed understanding of how and when these benefits are most significant.

UGC Impacts Brand Loyalty and Compulsive Buying Tendencies Among Gen Z Consumers

 Megan Cunningham, Verrazzano Class of 2026, completed a major in Business Marketing

User-generated content (UGC) is content created by consumers rather than by the brand. Content can include social media posts and product-review videos.  For my research, I examined how UGC on social media platforms can affect brand loyalty and compulsive buying among Gen Z consumers.  UGC can positively impact brand loyalty by building trust and creating emotional connections with consumers. Consumers prefer content from real users because of its authenticity. The more authentic the content is, the more trust the consumers have in the brand and the creator. Consumers trust UGC content because they can relate to the creator, who is just like them and uses the product in the way they would. The Parasocial Interaction Theory is a one-sided, imaginary relationship between an individual and a famous media personality. It explains how consumers establish an emotional connection with these content creators.  The more creators interact with their fans, the more emotionally connected the fans feel, which builds loyalty and an imagined close friendship. If they recommend a product to use, this could lead to an increase in brand loyalty.

UGC can also positively impact compulsive buying tendencies among Gen Z consumers by triggering FOMO (Fear of Missing Out) and intensifying materialistic values. Compulsive buying is an uncontrollable, excessive amount of shopping that results in a need to buy regardless of the consequences. FOMO triggers the sense of urgency to buy a product. Materialism is the desire for validation through one's purchases. The Social Comparison Theory explains how individuals evaluate their own opinions and desires by comparing themselves to others. By using this theory as a framework, UGC causes FOMO and materialism, and can lead to impulsive and possibly compulsive buying.

I was motivated to write about social media because, like many other Gen Z consumers, I frequently view and create UGC on platforms such as TikTok and Instagram. As a Business Marketing student, I wanted to gain insight into the effects of UGC on consumers and understand what businesses should and should not do in their social media marketing strategies. I expected this topic to be challenging because UGC is new, and my assumption was that there would be limited research available. However, I found a large number of studies on UGC and brand loyalty. The main challenge was that there were not many articles specifically focused on how UGC impacts compulsive buying tendencies. Also, some studies had limitations such as focusing on specific platforms or content formats, using a small sample size, using a single gender, or concentrating on one business sector. 

During my research, I was surprised to discover that the UGC does not directly impact compulsive buying. Instead, it contributes to impulsive behavior, which may develop into compulsive behavior over time. One key takeaway from this research is the need for further research on the long-term effects of UGC on brand loyalty and compulsive buying among Gen Z. Future research should focus on different types of UGC across multiple platforms and use larger, more diverse sample sizes to support this hypothesis. 

Trends in Early Spring Arrival Dates Among Migratory Birds

 

Don Jude Codipilly, Verrazzano Class of 2026, completed a major in Ecology & Evolutionary Biology

Variations in the spring arrival dates among various migratory birds have been a topic of great interest among ornithologists and amateur bird watchers alike. Over the course of several decades, multiple taxa have been observed to exhibit a negative trend in their spring arrival dates, resulting in earlier arrival. The data we have compiled from The Kingbird between 1987 and 2025 directly support this claim, as the average arrival dates of 93 different species across 10 regions in New York state presented a negative slope and p-value <0.05, rejecting the null hypothesis of there being no significant variation in arrival dates. Ultimately, the change in arrival dates provides an important insight into how these species may be impacted by various climatic or environmental alterations, suggesting that further research into understanding shifts in migration patterns could prove to be of value.

This project was something suggested to me by my mentor Shaibal Mitra and is something that I felt rather passionate about as he had introduced me to the world of bird watching allowing me to gain a newfound interest in the birds present not only across the state by my own backyard. I expected this capstone project to be rather overwhelming but, in the end, I found myself greatly enjoying the process and the subject matter. It was initially challenging dealing with such a large data set but understanding exactly what was needed for this research certainly made the whole process easier to understand, and after doing the analysis I found myself rather surprised in that so many species are arriving to New York early in the Spring. After graduating I am looking to continue this research project as there’s is still so much to do and further analyze with the data set we have, the overall take away I have with this research is the importance of doing this kind of work to understand how these species can be influences by factors that we as humans may very well be linked to.

 

Socioeconomic Status and Speech Disorders

 

Gianna Saitta, Verrazzano Class of 2026, completed a major in English Linguistics and minors in Spanish and Speech Language Pathology

The purpose of this project was to explore how socioeconomic status (SES) influences the development of speech and language skills in young children. Specifically, I examined why children from lower-income backgrounds are more likely to experience speech and language delays or disorders compared to their higher-income peers. Through a review of existing research, I focused on the social and environmental factors that contribute to these differences, such as language exposure, caregiver interaction, access to healthcare, educational resources, and levels of household stress. Overall, the research shows that differences in communication development are not caused by a child's individual ability, but rather by the environments in which children grow up in. Children from lower-income households are often exposed to fewer words and less interactive conversation, which can slow vocabulary growth and language processing. These early gaps can continue into school and affect academic performance. In contrast, children from higher-income households are more likely to experience richer language environments, including more conversation, responsive caregiving, and early learning opportunities that support communication development. 

Another key finding is that environmental stress plays an important role. Families facing financial instability, housing insecurity, or limited access to healthcare may have fewer opportunities for consistent, high-quality interaction with children. Over time, these combined stressors can impact both cognitive and language development. The research also shows that early intervention and access to speech-language services can significantly improve outcomes, especially when communication concerns are identified early. One of the most important conclusions from this project is that speech and language disparities are shaped by multiple factors working together. These include reduced language input, caregiver stress, and limited access to supportive resources. Addressing communication delays requires more than focusing on the child alone, it requires improving the broader systems and environments that support early development. 

I identified my research area because I have always been interested in child development and communication, especially how environment and upbringing shape learning outcomes. I was motivated by the fact that communication skills are essential for success in school and everyday life, yet not all children have equal access to the experiences that support these skills. I wanted to better understand why these differences exist and what can be done to reduce them. Before starting my capstone, I expected it to feel more like a traditional research assignment with a clear beginning and end. In reality, it felt much more like an ongoing process of reading, connecting ideas, and refining my understanding over time. As I reviewed more sources, my perspective kept expanding, and I had to constantly adjust how I organized and explained my ideas. One of the most challenging aspects was combining a large amount of research into a clear and cohesive argument. Many studies focused on different but related factors, so it was difficult at times to decide how to connect them without repeating information. On the other hand, one of the easier parts was finding research that supported my topic, since there is a strong body of literature on SES and language development. What surprised me most was how consistently the research emphasized environmental influence rather than individual ability. I also did not expect caregiver interaction and stress to play such a large role in language development. 

If I were to expand this research further, I would like to explore specific intervention programs that have been successful in reducing language gaps. I would also be interested in studying how bilingual or multilingual environments interact with SES in shaping language development. Additionally, I think it would be valuable to look more closely at school-based programs and how early education systems can help close communication gaps. From this experience, I am taking away a stronger understanding of how deeply a child's environment influences their development. I also learned how important early intervention and access to resources are in supporting communication skills. Most importantly, I gained an appreciation for how research can be used to highlight social inequalities and guide efforts to create more equitable support systems for children.

A Diagnostic Approach to Renal Disease Across Major Clinical Laboratory Departments

Ruth Anson, Verrazzano Class of 2026, completed a major in Medical Laboratory Science and minors in Biology, Chemistry, and Biochemistry 

My project focused on understanding how different areas of the clinical laboratory work together to diagnose and monitor renal (kidney) disease. The kidneys play a vital role in filtering waste from the blood, maintaining fluid and electrolyte balance, and supporting overall body function. When kidney function declines, these processes are disrupted, often before noticeable symptoms appear. My research aimed to highlight how Medical Laboratory Science (MLS) contributes to detecting these changes early and tracking disease progression.

To explore this, I examined how major laboratory departments each provide important information. In the chemistry lab, tests such as creatinine, blood urea nitrogen (BUN), and estimated glomerular filtration rate (eGFR) help determine how well the kidneys are filtering waste. Urinalysis offers direct evidence of kidney damage through findings like protein, red blood cells, and casts. Hematology identifies complications such as anemia, which occurs when damaged kidneys produce less erythropoietin. Microbiology detects infections, such as urinary tract infections or bacteria in kidney stones, that can affect kidney health. Immunology contributes by identifying infections like hepatitis that may lead to renal complications. Blood bank supports patient care by ensuring safe transfusions in cases of severe anemia.

A key part of my project was incorporating real case studies from my clinical rotations. These experiences allowed me to see how laboratory results directly connect to patient diagnosis and management. Overall, my research showed that MLS is essential not only in diagnosing renal disease but also in monitoring its progression and guiding clinical decisions.

I identified this research area during my clinical rotations, where I saw how frequently renal-related lab tests were ordered and how critical they were in patient care. I was motivated by the realization that although patients may not interact with laboratory professionals directly, the results we produce play a major role in their diagnosis and treatment. This inspired me to focus on showcasing the importance of MLS in a condition as common and impactful as kidney disease.

Before starting this capstone, I expected it to be mostly literature-based and focused on writing. However, it turned out to be much more practical and reflective, especially with the inclusion of case studies from my clinical experience. It allowed me to connect what I learned in the classroom to real-world applications in the hospital setting.

One of the most challenging aspects was organizing information from multiple laboratory departments into a clear and cohesive project. Each department has its own methods and significance and bringing them together required careful thought. At the same time, one of the easier parts was relating the findings to renal disease, as I had observed many relevant cases during my rotations. I was also surprised by how interconnected the departments are and how each one contributes a piece to the overall clinical picture.

If I were to expand this research, I would focus more on specific types of renal disease, such as acute kidney injury or chronic kidney disease, and explore how laboratory findings change over time. I would also consider including more detailed patient case studies to show disease progression and treatment outcomes.

Overall, this experience has strengthened my understanding of the critical role of Medical Laboratory Science in healthcare. I have gained a deeper appreciation for the impact of accurate laboratory testing and the responsibility that comes with it. This project has also reinforced my interest in the field and prepared me to apply my knowledge in a professional setting, where I can contribute to patient care through reliable and meaningful laboratory results.

Synthesizers: The Science and History of Technology in Music

 Matthew Hale, Verrazzano Class of 2026, completed a major in Music Technology and a minor in Dramatic Arts

My work with Prof. Carlos Delgado focused on what goes into creating a functioning synthesizer and a sequencer. At the start of this project, Prof. Delgado had me read up on the extensive history of technological innovation in the field of music. Over the course of this study, I gained a better understanding of the steps taken to create what we use in today’s music, from the earliest instances of electricity in music to the technology found in the music of David Bowie and Pink Floyd. Through hands-on work, I learned the different components of a synthesizer. As the building process of the synthesizer went on, the more I learned, starting with the oscillators that create the waveforms, then the filters that carve away at the waveforms to shape your sounds, then the amplifiers that shape the volume throughout the sound,  and finally the Low Frequency Oscillators that shape the sound further with frequencies that are lower than the range of human hearing. The sequencer works hand-in-hand with the synthesizer, creating patterns using a string of notes that sends data to the synthesizer.

I knew I wanted to do my capstone project about music technology. However, I didn’t realize I wanted to focus on synthesizers and sequencers until I started working with Max/MSP in Prof. Isidore Ramkissoon’s class. The following semester, I started Prof. Carlos Delgado’s class, where the area of focus is entirely up to me. He mentioned programming my own synthesizer, and I was hooked immediately. Because I am currently enrolled in my mentor’s class, the workflow was a little unorthodox. I was expecting to need to dedicate time outside my classes to work on this project, but I was able to complete a good majority of it during my class time. Programming the synthesizer definitely had its difficult moments. Specifically, working with many tiny, intricate parts led to several issues that required extensive trial and error to resolve. Remembering what each component does was also a bit tricky, given all the moving parts. One aspect that surprised me, however, was the research on history. I was not expecting to find traces of electronic music dating back to the mid-18th century. Moving on from this project, I would like to further experiment with updating my synthesizer, adding new components, and experimenting with ones already in it. I would also like to delve deeper into early-20th-century innovations because they seemed the most experimental and “out there.” From this experience, I have gained a newfound appreciation for electronic music and a better understanding of the programs I have been working with on my own time.

Resisting Erasure: Queer Women and the Historical Record

Isabella Roseo, Verrazzano Class of 2027, completing major in History (7-12)

I have always loved history, and I am majoring in History Education 7-12, so naturally I gravitated towards researching history. However, I wanted to stray from the "Great Man" view of history that is all too common. It's about time we focus more on women's history and more obscurely queer women's history. I was motivated simply through the knowledge that I was using my platform to bring visibility to a topic that is dear to me and too often overlooked.

This project examines why the lives and relationships of queer women in the nineteenth-century United States and England are so difficult to find in historical records. At first glance, their absence might suggest that such women were rare or invisible in their own time. However, my research argues that queer women did exist in significant ways, and that their apparent absence is the result of how history has been recorded, interpreted, and sometimes deliberately altered.

The main objective of this research is to understand how this invisibility was created. Rather than treating the lack of explicit evidence as proof that queer women were not present, I focused on the social and cultural forces that shaped what was documented. I examined personal letters, diaries, and long-term relationships between women that were recorded but later described as “romantic friendships" instead of being considered potentially queer.

One of the key findings is that nineteenth-century society had strict expectations about gender and sexuality, which made it difficult to openly identify or label same-sex relationships. As a result, many women formed deep emotional and sometimes lifelong partnerships that were socially acceptable, as long as they were framed in non-sexual terms. Historians later reinforced this framing by interpreting these relationships as purely platonic, even when the evidence suggests a more complex emotional or romantic bond.

Another important conclusion is that the erasure of queer women's history was not accidental. Over time, institutions such as publishers, historians, and even families contributed to reshaping the historical record. Letters were sometimes edited before publication, and language that suggested romantic or intimate connections between women was softened or removed. This process limited the evidence available to future historians and helped create the impression that queer women were largely absent from the past.

Language also plays a significant role in this issue. Terms like "lesbian" or "queer" were not widely used in the same way during the nineteenth century, making it difficult to directly identify these relationships using modern categories. This creates a challenge for historians, who must interpret historical evidence without forcing present-day labels onto the past, while still recognizing patterns of same-sex intimacy and connection.

Ultimately, this project concludes that the invisibility of queer women in nineteenth-century history is not due to a lack of existence, but to long-standing processes of reinterpretation, omission, and silence. By revisiting historical sources with a more critical perspective, it is possible to recover aspects of these hidden lives and better understand the diversity of past relationships.

This research is important because it challenges the idea that queer identities did not exist in earlier periods. By uncovering the ways queer women's lives were documented and later obscured, this project contributes to a more accurate and inclusive understanding of history.

I expected a capstone to be very tedious. In reality, at some points, it was very tedious. However, all the hard work and time spent is worth it in the end. For the first time in my college experience I really felt like I was getting the most out of higher education and applying it to something that really mattered.

The most challenging part of the research was having to stay focused during long hours of reading through sources and writing. The easiest part was presenting at the Undergraduate Research Conference. I was surprised by the more administrative aspects of the process. I feel like I have filled out so many forms and emails throughout this experience.

I would like to expand on my research by looking for examples of queer women's history beyond the Western world. My biggest take away from this experience is that research can be very enjoyable, and it certainly generates a feeling of deep academic pride and fulfillment. 

Determining the Feasibility and Environmental Benefits of Implementing PV Systems to the CSI Campus

 

Emilia Turek, Verrazzano Class of 2026, completed a major in Environmental Science

My capstone project analyzed the benefits of implementing solar energy canopies to the CSI campus. I wanted to learn more about renewable energy and how CSI could benefit if it was implemented on campus.

To do this research, I digitized the parking lots of CSI on ArcGIS Pro to get the area of each row of the parking lots and getting the area of each lot. I then calculated the number of panels that could fit on each parking lot row, the cost of implementation, and the energy that could be generated annually.

From this project, I learned that implementing solar energy is a complex and costly process. Although it is beneficial and the costs will be recouped over time, it is important to research the most efficient ways this can be done to best help the environment while also limiting costs. As part of this project, different programs that could aid CSI with this were considered that would help limit costs. I learned that there are different programs that are specific to helping higher education institutions with decreasing their carbon footprint.

 This project can be developed further by considering different sources of renewable energy that can be implemented on the campus, such as wind energy. In addition, other solar energy companies can be researched, or other assumptions can be made to ensure the most efficient method is used. I found a standard size for solar panels and costs per panel to create calculations on the costs of this, the number of panels that could fit in each row, and the amount of energy that could be produced. These calculations were then used to find the recoup time when CSI would eventually get their return on investment. However, other data can be found and utilized to determine the recoup time.

Future work could also find how much funding this project could receive and use this in calculating the recoup time. I have also learned how to digitize on ArcGIS Pro with maximum accuracy. I precisely mapped out each row to the parking lots by hand using a computer mouse to get as accurate data as possible. It is important for this to be done carefully with as little human error as possible. It was challenging to map out the parking lots as accurately as possible. However, it was easy to do the calculations to find the amount of energy that could be produced.

Overall, from this capstone project, I learned about the many ways CSI would benefit from solar energy on campus. I researched initiatives that other institutions are doing to decrease their carbon footprint, and learned more skills when using ArcGIS Pro.

The Effects of Existential Concerns on Subtle Manifestations, Prejudice, and Political Preference

 Raneem Baalbaki, Verrazzano Class of 2026, completed a major in psychology with a minor in critical criminology and social justice

I joined Florette Cohen's lab two years ago because I found her research on Terror Management Theory intriguing. The theory is the idea that when we as humans are reminded about our own mortality, it causes us psychological anxiety leading us to cope with our world views and values.

When deciding what I wanted to research for my honors/capstone project, I knew I wanted to focus on aggression, as I am studying to become a forensic psychologist. I wanted to understand how far people were willing to go to perform aggressive acts under the right conditions, such as a person in power asking them to. Aggression has always interested me because the act itself is a choice and I’ve wanted to understand why some people choose aggression while others don’t. With the help of Dr. Cohen, we were able to create an experiment that tested Terror Management Theory as well as aggression in participants to develop my thesis.

I expected this project to involve hard work and extensive research; however, I never expected to thoroughly enjoy the process and have fun with it. It was definitely challenging at times, but I learned so many valuable skills and discovered how to overcome challenges in research.

My research has many aspects that could be further expanded in the future, such as why Terror Management Theory seems to be losing its effect and why non-voters scored higher on aggression than voters, and I'm excited for the opportunity to expand on these ideas.

One of the main things I took from this experience is that while research is a long and difficult process, I am capable of doing it. Not only am I capable, but I genuinely enjoy it and will continue to love this work.

ReZon: A Context-Aware Personal AI Assistant Desktop Overlay by Ahmad Basyouni

 Ahmad Basyouni, Verrazzano Class of 2026, completed a major in Engineering Science

My capstone is called ReZon, a personal AI assistant that runs as a small see-through window on top of everything else on your screen. The idea is pretty simple. Instead of leaving your work, opening a chat tab, copy-pasting your code or your chart, and asking a question somewhere else, the assistant comes to you. You press one hotkey and it can see what's on your screen, figure out what app you're in, and either give you a quick answer or do something for you.

It has three modes. Trader Mode watches TradingView and warns me when I switch between stocks, reminding me of rules I set for myself, so I don't make impulsive trades. Coding Mode takes a screenshot of whatever code I'm looking at, reads it, and gives me a short summary, a possible bug, and a fix. Productivity Mode can create calendar events, send iMessages, raise GitHub issues, and make Notion tasks, but only after I click an Approve button. It never does anything on its own.

The whole thing runs on my laptop. The language model (Qwen 2.5 7B) is loaded locally through Ollama, so nothing I'm reading, writing, or trading ever leaves my computer. The system boots up with one command in about 11 seconds, and I check it before every demo with a script that runs 33 tests against all three modes.

My main conclusion was that the AI part was almost never what made things hard. Once the model was warmed up, it gave me good answers in under two seconds. What actually broke the system was the surrounding plumbing. A hardcoded calendar name that didn't exist on my Mac. A screenshot that accidentally captured the assistant's own UI. A retry loop that gave up too early after 61 tries. None of those bugs were about intelligence. They were about details. For an assistant that lives on your screen, the smart part is necessary, but the small interface decisions are what make it feel reliable.

I picked this research area because I was annoyed at myself. I'd be paper trading on TradingView and catch myself about to click Buy on something I already told myself I wouldn't trade, just because the button was sitting right there. And while coding I'd tab over to ChatGPT, paste a function, ask a question, then come back and lose my place. Both problems are the same problem. My apps don't know about my plan, so they let me forget about it. I wanted to build the thing I wished existed for me.

I expected the project to mostly be about AI. Picking the right model, prompting it cleverly. It really wasn't. The hard parts were tiny details. Getting an Electron window to actually float above Fullscreen Chrome on Mac took way more research than I expected. Making sure the screenshot didn't capture my own overlay took an entire afternoon of debugging. AppleScript for Calendar and iMessage was simple to write, but macOS permissions fight you the first few times you run it.

What was easier than I expected was the language model itself. Qwen 2.5 7B running locally was fast enough and accurate enough that I never felt limited by it. What surprised me most was how much one tiny fix mattered. I added a hardcoded fast path that fires a guaranteed sub-second toast on every ticker change, totally separate from the slower AI path. That one design choice is probably what kept my live demo from breaking on stage.

If I keep going on this, the next step is Windows support, because every friend I showed it to asked for it. After that I want to add long-term memory using a vector database, so the assistant remembers preferences across months instead of just sessions.

The biggest thing I'm taking away is that building something for yourself first is a really good way to stay motivated for a whole semester. I learned more from debugging this one project than I did in most of my classes.

Al-Noor School College Readiness & Career Exposure Program

Maiyadah Kased, Verrazzano Class of 2026, completed major in SLS

Working on this capstone project has been one of the most meaningful experiences for me, both academically and personally. Going into it, I knew I wanted to create something that would help students, especially because I had once been in their position, feeling unsure and unprepared for what comes after high school. Through the process of developing, implementing, and analyzing this program, I realized that its impact went far beyond what I originally expected.

One of the biggest things I learned is how powerful structured support and exposure can be. At the beginning of the program, many students felt overwhelmed, confused, and unsure about college and their future. Seeing the data shift from students feeling “unprepared” to “prepared and confident” showed me that these feelings weren’t permanent, they were the result of a lack of guidance and opportunities. Once students were given access to information, mentorship, and real experiences like college visits and guest speakers, their mindset completely changed. This made me understand that sometimes students don’t lack ability, they just lack access and support.

Another major takeaway for me was the importance of relationships. I initially thought the most impactful parts of the program would be things like college fairs or presentations, but what stood out the most was the connection students built with counselors and alumni. Hearing from guest speakers who were once in their exact position made success feel more real and achievable. More personally, I learned how important it is for students to feel heard. There were moments during interviews that really stayed with me, especially when I saw students begin to open up and express themselves in ways they hadn’t before. That showed me that being a counselor is not just about giving advice, but about creating a space where students feel safe, understood, and supported.

I also learned a lot about research itself. Since I was both the program coordinator and the researcher, it challenged me to step back and look at my work more objectively.  Analyzing surveys, interviews, and field notes helped me see patterns and themes I wouldn’t have noticed otherwise. It made me realize how important it is to listen to student voices and use their feedback to improve programs. At the same time, I became more aware of the limitations of my study, especially since it focused on one group of students. This pushed me to think more critically about how research can be expanded and strengthened.

If I were to continue developing this project, there are several ways I would want to build on it. First, I would expand the program to include more interactive and hands-on experiences, such as career simulations or workshops that allow students to actively engage with different fields. I would also want to include a wider variety of career paths so that more students feel represented and can explore options beyond the most commonly discussed professions. In terms of research, I would expand the sample size by including multiple grade levels or even partnering other schools to see if similar results occur in different settings.

Additionally, I would place an even stronger emphasis on one-on-one support and reflection. The data showed that students benefited not just from exposure, but from having time to process what they learned and talk through their thoughts. Creating more structured opportunities for reflection could help deepen the impact of the program even further.

Overall, this project changed how I see both education and my role within it. What started as an effort to improve college readiness turned into something much bigger, a support system that helps students grow academically and emotionally. It showed me that when students are given the right tools, guidance, and environment, they can build confidence and find clarity in their future. This is something I will carry with me moving forward, and it continues to shape how I think about supporting students in meaningful ways.

 

Reimaging Student Helpdesk Communication at CSI

John Adibeli, Verrazzano Class of 2026, completed major in Mathematics and minors in Business and Design & Digital Media

This project focused on improving the student experience with the Office of Information Technology Services (OITS) at the College of Staten Island by using student feedback to identify common challenges and propose practical improvements. By using a survey, I collected responses from students about their experiences with IT support, including issues with logging into accounts, connecting to WiFi, and navigating the Help Desk website. Based on this feedback, I developed design ideas such as a simplified support interface, a clearer “Report a Problem” process, a ticket tracking feature, and a more organized FAQ section. Overall, this project highlights how listening to students can lead to more accessible and effective support systems.

What made this project especially meaningful to me was how closely it connected to my own experience. As both a student and a college assistant working within OITS, I have seen firsthand how students struggle to get the help they need, while also understanding the limitations and responsibilities on the staff side. This dual perspective is what led me to choose this topic. I wanted to work on something that not only interested me but also had the potential to make a real difference within a department I am part of.

At the beginning, I expected the capstone to feel like a typical class assignment, but it quickly became clear that it required much more independence and responsibility. Unlike other projects, I had to take initiative in designing the survey, collecting responses, analyzing the data, and consistently communicating with my mentor to stay on track. In many ways, it felt less like an assignment and more like a real-world project, which pushed me to be more accountable for my own progress.

One of the biggest challenges I faced was maintaining motivation and managing my time effectively. Balancing this project alongside my regular coursework, exams, and other responsibilities was not easy. There were times when it was difficult to stay consistent, especially when I had other academic priorities to focus on. Gathering enough data was also a challenge, and looking back, I realize I should have distributed my survey earlier to allow more time for responses. At the same time, I found parts of the process enjoyable, particularly when I was analyzing the feedback and thinking about how to translate those insights into design improvements. It was rewarding to see how real student experiences could directly shape potential solutions.

 If I had the opportunity to continue this research, I would want to take it a step further by sharing my findings with leadership within the OITS department. I would be interested in seeing how realistic these ideas are from an operational standpoint and what changes would be necessary to implement them. I would also expand the survey to include a larger group of students to strengthen the data and better represent the student population.

Overall, this experience is something I take pride in completing. It challenged me in ways that went beyond a typical assignment and helped me develop stronger time management and organizational skills. More importantly, it showed me how research and design can be used together to solve real problems. This project made me think differently about how students interact with campus services and how even small improvements can have a meaningful impact. It is an experience that I will carry with me moving forward, both academically and professionally.

Tea Colored Minds: An in-depth Evaluation on The God of Small Things and Transgressive Love in India’s Caste System

Jillian Handley, Verrazzano Class of 2026, completed major in English Literature 

For my thesis, I examined the structure of India’s caste system and how it shapes and forms everyday life, creating tight restrictions on love. I think what primarily motivated this research was my infatuation with the concept of love. It can be found everywhere, within anyone, and lingers for years. It can be shown and represented in so many ways, and everyone deserves that invisible bond that trails amongst us all. It is such a mundane topic, but it impacts us in so many ways, and it's a common ground we can all relate to in one way or another. Almost everyone I am surrounded by has had either a great love, a tragic love, a first one, or even a doomed love.

Arundhati Roy took everything I wanted to focus on and compiled it into an intricate work of art that remains extremely relevant to this day. In her work, she draws on her experience living in India and the effects of caste, post-colonialism, and family dynamics leading up to tragedy and altering lives.

When I went into this paper, I was excited because I had never quite done something like this before. Despite being an English major, I haven’t had to complete something of this caliber. When I was a sophomore, I took a class with Professor Ray, and on the first day, he asked us, “Do you know the caste system?”, and went into great detail about the social system in the country, making for a well-informed conversation throughout the semester. Although we had spoken about it throughout the course, it still didn’t make the topic any less daunting. For me, focusing on love and family bonds was the bridge I needed to feel most at ease with during the conversation.

I found more things to be more hard than easy when working on this, but I feel that is expected and maybe even more appreciated. I love feeling challenged, but I also like adding to conversations, and I was able to do exactly that in my research. I don’t think I’ll ever speak about temporal hybridity or the bildungsroman the way I do now, but who knows!

If I were to ever expand on this topic, I would need something that can provide a new avenue of perspective to enhance the work rather than sounding like I’m repeating the same four sentences. But from my work, I am leaving with the importance of childhood experiences in shaping lives. Prejudice is taught, not born. Love is truly the greatest risk taken and the most rewarding, despite all odds.

Dietary Factors Impact on Oral Microbiome

Emily Eisler-Grynsztajn, Verrazzano Class of 2026, complete major in Biology and minor in Psychology

I chose the focus of my capstone to be the relationship between diet and the oral microbiome. I have always been interested in health, and I never really took the time to realize how much what we eat can affect oral health beyond just cavities. Getting to learn that the things we consume can influence bacteria in the mouth, and even connect to overall health, made me want to explore it further. This topic felt relevant because diet is something people have the ability to control, and understanding its impact could help prevent not only oral diseases, but systemic ones as well.

At the very start of this project, I expected it to mainly focus on basic nutrition and dental hygiene. However, the research ended up being much more complex than I thought. I learned that different dietary patterns, like high-sugar diets versus plant-based or Mediterranean diets, can significantly change the diversity of bacteria in the mouth. For instance, high sugar intake promotes harmful bacteria and reduces microbial diversity. On the other hand, plant-based and Mediterranean diets support beneficial bacteria and reduce inflammation. I did not expect the connection between the oral microbiome and overall health, including diseases like diabetes and cardiovascular conditions, to be so strong.

One of the most challenging parts of this project was organizing all the scientific information and making it understandable. A good amount of the studies had complex terminology, especially when learning about microbial diversity, metabolism, and research methods. Something else that was difficult initially was understanding the methodology, like the two-phase design with both observational and experimental research. To make it easier to follow on my part, I broke it down. The easiest part of the project was connecting the research to real-life examples, especially our choices in diet, because it made the topic feel more relatable.

Impacts of AI on the Fashion Industry: The Future of Fashion

Kaitlyn Cunningham, Verrazzano Class of 2026, completed major in Business Marketing   

I chose my research topic based on my own experience working in the fashion industry as a model over the past few years. I’ve seen a lot of changes happen recently, especially with the rise of artificial intelligence, and it made me curious about what was going on behind the scenes. I started noticing a rise in digital content, data-driven decisions, and even AI-generated models being used in campaigns. Because of that, I was wanted to learn more about how AI is affecting the industry and what it could mean for people like me who are part of it.

Before starting this capstone, I thought it would mostly just be about finding sources and putting information together into different sections. I didn’t expect it to be as in-depth as it was, and I realized there was a lot more to it once I started researching. I had to think about different perspectives, especially when it came to ethical issues like privacy, bias, and job loss. It ended up being more about analyzing and understanding the impact of AI rather than just explaining what it is.

One of my biggest challenges was narrowing down my topic, because AI in fashion covers so many different areas. I wanted to include everything, but I had to figure out what was most important and relevant to me. Another challenge was making sure I was using my sources correctly and connecting them to my ideas. Some parts were easier, especially when I was writing about the modeling industry and AI-generated models, because I could relate it to my own experiences. Something that surprised me was how much AI is already being used in ways people don’t even realize, like predicting trends or managing inventory. I didn’t realize how advanced and common it already is.

If I were to continue this research I would want to focus on how AI is going to affect jobs in the fashion industry long-term, especially for models, designers, and other creative roles. Overall, this project helped me understand that AI is changing the fashion industry in a lot of ways, both good and bad. It can make things more efficient and personalized, but it also raises important issues like privacy, fairness, and authenticity. The biggest thing I am taking away from this is that AI is something that is actively shaping the future of the fashion industry. As someone who is part of it, doing this capstone made me think about how these changes could affect my career and the importance of balancing technology with human creativity. 

Reducing Postpartum Hemorrhage: Evidence-Based Nursing Practices in the Immediate Postpartum Period

Jacqueline Marchese, Verrazzano Class of 2026, completed major in Nursing

 

My capstone project focused on reducing postpartum hemorrhage (PPH), which is excessive bleeding after childbirth, through evidence-based nursing practices during the immediate postpartum period. PPH is one of the leading causes of maternal complications and death worldwide, yet it is often preventable with early recognition and timely intervention. The goal of my research was to examine how specific nursing actions - such as accurately measuring blood loss, following standardized care protocols, and working collaboratively with the healthcare team—can improve patient outcomes and reduce the severity of hemorrhage.

Through reviewing current research, I found that nurses play a critical role in identifying early warning signs because they are continuously at the patient’s bedside. Interventions like quantitative blood loss (QBL), which involves measuring rather than estimating bleeding, help detect complications sooner. Additionally, the use of structured care bundles ensures that all members of the healthcare team respond quickly and consistently. Simulation training and interprofessional education were also shown to improve communication and preparedness during emergencies. Another key finding was that postpartum care does not end after the first 24 hours. Complications such as delayed hemorrhage can occur up to six weeks after delivery, making patient education and awareness essential even after discharge. Overall, the research reinforced that strong nursing assessment skills, teamwork, and patient education are vital in preventing serious outcomes related to PPH.

I chose this research area because of my interest in maternal and newborn nursing, particularly the importance of safety during and after childbirth. During my clinical experiences, I saw how quickly postpartum conditions can change, and how essential it is for nurses to act promptly. I was motivated by the idea that improving education and awareness could directly impact patient outcomes and potentially save lives.

Before starting this capstone, I expected the process to be more straightforward, mainly involving gathering articles and summarizing information. However, it turned out to be much more in-depth and analytical than I anticipated. I had to carefully evaluate research studies, identify common themes, and connect findings in a meaningful way. It also required strong organization and time management skills to synthesize a large amount of information into a clear and cohesive paper.

One of the most challenging aspects was narrowing down the research and selecting the most relevant studies from thousands of available articles. It was also challenging to ensure that all information remained focused on nursing practice rather than becoming too broad or medical in general. On the other hand, one of the easier and more enjoyable aspects was connecting the research to real-life nursing practice. I found it rewarding to see how the evidence directly supports what nurses do in clinical settings. I was also surprised by how much of an impact non-pharmacological intervention, such as breastfeeding and patient education, can have on preventing complications.

In the future, this research could be expanded by exploring postpartum hemorrhage management beyond the hospital setting, such as in community health or telehealth follow-ups. It would also be valuable to examine how different hospitals implement postpartum safety protocols and how patient outcomes compare. Additionally, further research could focus on improving patient education tools, such as discharge instructions or identification methods for postpartum patients in emergency settings.

Overall, this capstone experience has strengthened my understanding of evidence-based practice and the importance of continuous learning in nursing. I have gained confidence in analyzing research and applying it to clinical care. Most importantly, I am taking away a deeper appreciation for the nurse’s role in patient advocacy, education, and safety. This experience has reinforced my commitment to providing high-quality, informed care and has prepared me to enter practice with a stronger foundation in both knowledge and critical thinking.

Human Resource Practices & Workplace Behavior/Ethics

Cody Smith, Verrazzano Class of 2026, completed major in Business Management and minor in Business Finance

As a Business Management major, I decided to focus on workplace harassment for my capstone, as that is an important part of human resources. Most of my classes were heavily focused on human resources and how to help employees in the right way, which helped with my decision for my research.

I expected the capstone to be quite difficult, as I don't consider myself great at writing long research papers, but it wasn't so bad overall. I see myself as a quick and to-the-point writer, so I'm not good at writing long detailed answers. I also find searching for valid research to be difficult, as I find most articles aren't viable or relate to my topic well enough, especially if it's a niche topic.

If I expanded my research on this topic I would begin by looking at additional articles that talk about strategies to prevent and control harassment. What I've found out from this research is that companies have several steps to control and prevent harassment, and that prevention is key to a healthy work environment.

Working with a mentor was interesting, as I've never done a project that involved a mentor before. It was a fun and unique experience, and I enjoyed presenting my poster at the Undergraduate Research Conference this spring.