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BRISTOL, R.I. – From examining ethics in the age of artificial intelligence to rethinking school library access and uncovering the history embedded in Fall River’s waterfront, students brought complex questions into public view through their research and capstone projects at the 13th annual Student Academic Showcase and Honors (SASH) on Wednesday, April 22.

This year’s SASH featured 415 students across 256 presentations, bringing together undergraduate and graduate research, Honors Capstone projects, senior theses, and panel discussions in a daylong celebration of scholarly inquiry and creative work. Students from across every school shared not only what they studied, but why their work matters beyond the classroom – to their professions, their communities, and the broader public sphere.

“SASH is a powerful expression of �ۿ۴�ý’s commitment to student research, faculty mentorship, and real-world learning,” said Margaret Everett, Provost and Senior Vice President for Academic Affairs. “It gives students the opportunity to present their work in ways that are accessible to a broad audience, reflect on why their projects matter to the public sphere, and consider what their research asks of us as citizens, professionals, and scholars.”

Here are just a few of the many projects shared at SASH 2026:

Bot Versus Brain in the Age of the Algorithm

With the increasing use of Artificial Intelligence across education and the job market, two Journalism majors explored the ethical implications of its growing influence. Seniors Brenna Medeiros from Acushnet, Mass., and Alex Tavaglione from Woonsocket, R.I., examined how the technology is reshaping learning environments and career pathways while emphasizing the importance of human-centered skills.

“AI is being adopted in everyday life fairly quickly, and people aren't stopping to think about how to ethically and thoughtfully use it,” Medeiros said.

Through research, interviews, and multimedia storytelling, the team explored the growing need for AI literacy – the ability to understand, evaluate, and use AI tools responsibly. Field research, including a case study of a local robotics company developing aquatic drones, demonstrates how AI is already integrated into real-world applications, from scientific data collection to defense. These examples illustrate both the benefits and ethical complexities of AI use.

“Everybody has their own responsibility to know what they're using and how they're using it,” said Medeiros. “For example, AI (responsibility) is not just on companies. It's not just the government’s responsibility to regulate it. It's on everybody to understand what they're using.”

The presentation also explored the perspectives of students and faculty, revealing mixed attitudes toward the impact of AI on future careers. While some fear job displacement, others view AI as a valuable tool that enhances productivity and creates new opportunities. Supporting data shows shifts in employment trends and academic enrollment, suggesting a growing emphasis on AI-related fields.

Ultimately, the presentation argued that while AI continues to evolve rapidly, critical thinking – rooted in the humanities – remains essential. AI literacy, combined with human judgment, is crucial for navigating an increasingly algorithm-driven world.

The Invisible Workforce Behind the Screen

Max Patenaude, a senior Marketing major and Communication & Media Studies minor from Pepperell, Mass., explored the hidden dynamics of the global gig economy through his capstone project. Using his own content marketing agency as a case study, he examined how businesses increasingly rely on international remote labor – and the ethical questions that come with it.

“It has a direct tie to my day-to-day,” Patenaude said. “I run a content marketing agency with team members in Pakistan, Algeria, and the Philippines.” That firsthand experience allowed him to move beyond theory, analyzing the real-world implications of hiring skilled workers abroad at significantly lower wages.

The scope of the issue quickly expanded. “The global gig economy generated $3.8 trillion in 2022, and over 70 million Americans are freelancing,” he said. “This is not a niche issue – the scale is growing faster than the rules that govern it.” What began as a business inquiry evolved into a broader examination of ethics, labor policy, and information asymmetry, raising questions about how entire industries adopt and normalize these practices without scrutiny.

For Patenaude, the goal is not to offer simple answers, but to make the system more visible. “Most people don’t even know about international remote labor – it’s an eye-opener,” he said. “It’s changed how I think about every decision I make, from negotiating rates to bringing new team members on board."

Rethinking What It Means to Do the Right Thing

Ethical decisions in business are rarely made in the moment – they are shaped by the frameworks people bring to them. One project set out to build that framework, giving future leaders a clearer way to navigate complex choices.

Talia Cotroneo, a senior Business Management major from Middlebury, Vt., explored ethical decision-making through an independent study focused on business ethics and corporate social responsibility. Working with her advisor, Lecturer for Business Management Kate Hall, she developed a guidebook that outlines a structured approach for business leaders, emphasizing practical steps to navigate complex decisions with greater awareness.

At the core of her work is a simple but often overlooked distinction. “The understanding of being able to slow down and really think ethically – because although something might be legal, it’s not always ethical and fair to others,” Cotroneo said.

Through the process, Cotroneo also began to see how these principles would shape her own path. “I think it’ll help me in my career by slowing down, making ethical choices, and identifying unethical practices in the business world – and being able to speak up when those situations happen,” she said.

Her project contributes to a broader conversation about responsibility in business, encouraging future leaders to approach decision-making not just with efficiency, but with intention and accountability.

Confronting a Convergence of Crises

In Rhode Island, rising rates of infectious disease, homelessness, and substance use are not separate issues – they are increasingly intertwined. One project explores how these overlapping challenges are shaping a broader public health crisis.

Sam Johnson, a senior Public Health major from Richmond, Va., examined this intersection through her project, Rhode Island’s New Syndemic. Through an internship with the Infectious Disease Division at the Rhode Island Department of Health, she analyzed the convergence of invasive group A Streptococcus, homelessness, and substance use – three issues that have risen in tandem across the state.

Working as a public scholar alongside an infection prevention field team, Johnson participated in inspections of long-term care facilities and assisted in outbreak response efforts. Those experiences brought her research into sharp focus, particularly in understanding the barriers public health officials face when trying to reach vulnerable populations.

Her work emphasizes the importance of trust-building within unhoused communities, where access to care often depends on relationships rather than systems alone. “They’re a vulnerable community, and they need help,” Johnson said. “I want to find a way to support them without being overbearing – just giving them the resources they need.” She added, “Rhode Island is such a small state, and by strengthening that sense of community and helping those who are out there on the streets, I think it’s incredibly important.”

After graduation, Johnson plans to pursue a career in public health policy or patient care, building on her research and field experience. She hopes her work encourages more comprehensive, coordinated approaches to addressing these interconnected challenges.

Understanding Mass Incarceration in Latinx Communities

Coralee Garcia, a senior from New Bedford, Mass. double-majoring in Legal Studies and Spanish, examined how laws, policies, and policing practices contribute to disproportionate outcomes for Latinx individuals.

Garcia’s research focused on the structural factors that shape inequities within the legal system while proposing community-oriented defense as a solution. This approach emphasized addressing the root causes of crime by connecting individuals with resources and support.

“I think it's important to look at how people of color are affected by legal issues and social issues, because with mass incarceration, people's lives are being impacted every day,” Garcia said. “Even with the reform attempts, people are not doing enough to get to the root cause of the problem. That led me to focus on community-oriented defense, because I think it will create the long-term structural change needed to uproot inequality and promote equity.”

Motivated by both her academic interests and personal identity, Garcia centered her work on the Latinx community. “Because I'm Puerto Rican, I knew I wanted to do something that focuses on the Latinx community,” she said.

As she prepares for a career in civil rights or international human rights law, Garcia views her research as a foundation for future advocacy. “It's putting the person at the center and giving them the resources and support they need.”

Breaking Down Words, Building Up Confidence

Reading doesn’t always come easily – and for some students, multisyllabic words can feel like an insurmountable obstacle. By breaking those words into manageable parts, this project helps students build understanding, confidence, and a clearer path forward.

Sadie Phelan ’18, who earned her bachelor’s in Psychology from RWU and is now completing her Master of Special Education, focused her research on improving how middle school students with disabilities encode and decode multisyllabic words. While similar interventions are commonly used with younger students, Phelan saw a need to extend those strategies to older learners who continue to face challenges with foundational literacy skills.

Working with three middle school students in Portsmouth, Phelan implemented a multisensory intervention using word-sound boxes – an approach that visually and physically breaks words into phonemes and syllables. Over the course of eight weeks, students engaged in structured sessions that emphasized phoneme segmentation, letter-sound correspondence, and spelling, allowing them to build skills progressively through repetition and guided practice.

The results showed meaningful growth, particularly in students’ ability to encode words, reinforcing the value of slowing the process down and making it more tangible.

“I am of a firm belief that you need to have a solid behavioral and emotional base prior to being able to access academic content,” Phelan said. “Even with that, integrating multisensory techniques into phonics instruction for older students showed improvement, and it’s promising that we can extend these strategies to middle and high school students who may otherwise be left behind.”

For Phelan, the work is as much about mindset as it is about method. “I want to continue to integrate play and fun into learning, regardless of the age of the student,” she said. “There’s so much value in using visual, auditory, and hands-on approaches, and making sure all students have the opportunity to engage with learning in ways that work for them.”

Rethinking Perception in the Courtroom

In the courtroom, perception can shape outcomes as much as evidence. One project set out to examine how those perceptions shift when gender, psychology, and bias intersect in complex ways.

Emily Barrow ’25, who earned her bachelor’s in Psychology from RWU and is now completing her Master of General Psychology, explored how jurors perceive females convicted of sexual offenses – an area often overlooked in existing research. Drawing from established frameworks that categorize offenders into relational, chaotic, and predatory typologies, her study examined how these distinctions, along with factors like victim age and co-offending, influence judgments of severity, risk, and sentencing.

Using a large sample of participants in a mock jury setting, Barrow asked individuals to evaluate case scenarios and recommend outcomes, revealing patterns in how perceptions are formed. Her findings showed that predatory typologies and younger victims led to more punitive responses, while relational typologies were often viewed as lower risk – highlighting how specific narratives can shape legal judgment.

What stood out most was the stark divide in how participants responded. “Perceptions were very polarized,” Barrow said. “Some people leaned into traditional gender norms, viewing women as less harmful, while others reacted with a kind of shock factor, which led to much harsher judgments. There really wasn’t much middle ground.”

For Barrow, the work speaks to a broader need to better understand how bias operates within the justice system. “There’s so much that isn’t black and white,” she said. “If we can better understand the factors that shape behavior and perception – especially things like trauma and lived experience – we can start thinking more critically about how to intervene earlier and how the system can respond more thoughtfully.”

Presenting her research at SASH marked an important step in that path. “It was incredibly meaningful to share this work as I continue to pursue a career at the intersection of psychology and the legal system,” Barrow said.

Looking ahead, she will continue that work at the doctoral level after being accepted into the Clinical Psychology Ph.D. program at William James College, where she plans to focus on assessment, research, and working with justice-involved populations.

Who Decides What Students Read?

Senior Shakira Hall, a Political Science and Educational Studies double major from Middletown, R.I., explored how advocacy groups and government influence school library collections across Rhode Island, and what those decisions mean for representation and intellectual freedom.

Her research focused on the rise of book challenges and the forces behind them. “I found that local advocacy groups and governments are the main driving force behind the challenges in Rhode Island,” Hall said. She pointed to organizations such as Moms for Liberty, which have pushed to remove books addressing LGBTQ themes and race, often citing concerns about age-appropriate content. At the same time, Hall noted that these challenges are frequently made without full engagement with the material itself. “Oftentimes, parents don’t read the books they’re challenging, which causes controversy,” she said.

For Hall, the issue is deeply personal. “This project was important to me, especially as a black student,” she said. “There wasn't a push to include content like this in the curriculum,” Hall added, emphasizing the importance of representation in education.

Her findings also revealed clear differences across districts. Communities with nonpartisan leadership tended to experience fewer challenges, while more politically divided areas saw increased efforts to restrict access.

As for solutions, Hall pointed to Rhode Island’s Freedom to Read Act as a step toward protecting both librarians and access to diverse literature. Looking ahead, she believes similar policies could help limit political influence in schools and preserve students’ ability to encounter a broad range of perspectives.

Restoring Access, Reimagining Impact

When students lose access to something as fundamental as a school library, the impact reaches far beyond books. One project set out to restore that access – while rethinking what a library can mean within a school community.

Lucas Matthews, a senior Educational Studies and Psychology major and English Literary Studies minor from Barrington, R.I., approached his Honors Senior Capstone through a yearlong school counseling internship at Argosy Collegiate Charter High School in Fall River, Mass. Working directly with students and staff, he identified a critical gap: without access to the school’s library during a transition period, students were missing not only academic resources, but a key space for support, connection, and growth.

Through conversations with administrators, faculty, and students, Matthews developed both immediate and long-term solutions. His short-term response – a mobile “book cart” – brought curated library materials into accessible spaces within the school, while also creating leadership opportunities for students to manage and promote its use. For the long term, he designed an infographic grounded in research and student input, offering actionable recommendations to shape the development of a more inclusive, student-centered library.

At the core of his work was a belief that libraries serve a much broader role than traditionally understood. His research highlighted their importance as safe physical spaces, hubs for social-emotional learning, and environments that support mental health literacy, identity development, and college and career readiness. By gathering direct feedback through surveys and focus groups, Matthews ensured that student voices would actively inform the future of the space.

Grounded in systems thinking, his project reflects how small, targeted interventions can create meaningful change within larger institutional structures. “Students haven’t been able to access books this year, and that’s more than just an academic issue,” Matthews said. “Libraries are safe spaces, places for connection, for mental health, and for discovering who you are – so creating even a small solution to restore that access felt like a meaningful way to support the entire school community.”

Tracing Identity Through Place

On Columbia Street in Fall River, Mass., the past is not buried – it is built into the street itself. Two Architecture alumni set out to uncover how immigration, industry, and design shaped this corridor into a living record of the city’s cultural identity.

Zulange Gonzalez ’24, now completing her Master of Architecture, and Jimmy Vigar ’24, now earning a Master’s in Preservation Practices, built their research around Columbia Street and its role in the city’s waterfront district. What began as individual academic interests evolved into a shared exploration of the street’s development, from its early days as a sparsely populated boundary line to a vibrant corridor shaped by waves of immigration and industrial growth.

Through archival research and collaboration with local partners – including the Creative Arts Network of Fall River, the Fall River Historical Society, and the Fall River Public Library – the pair traced the influence of multiple immigrant communities, most notably Portuguese residents from the Azores, whose cultural imprint remains embedded in the street’s architecture and public spaces. From worker housing to religious and cultural landmarks, their findings revealed a layered narrative of community formation and resilience.

One discovery stood out in particular: the American Linen Company’s role in shaping how people lived as well as worked. Unlike most industrial employers of the time, the company intentionally developed housing for its workers – experimenting with early housing typologies rather than leaving laborers to find accommodations on their own. That integration of industry and daily life offered a rare glimpse into how architecture, economics, and social structure intersected along Columbia Street.

Balancing architectural analysis with historical research, Gonzalez and Vigar brought complementary perspectives to the work. “We discovered that Columbia Street as a whole had a lot of history and a lot of potential for being recognized,” Gonzalez said. “Understanding the architecture and how these spaces evolved helped us see how everything connects to what’s still there today.”

For Vigar, the project underscored the importance of preservation as both recognition and responsibility. “Being able to preserve that history and give it the life it deserves is critical,” he said. “There are so many hidden elements throughout the street that tell the story of its development, and designating it as a historic district would help ensure those stories continue to be shared.”

Engineering Access to the Water

When the Bristol Highlands community lost its public boat ramp, shoreline access became unsafe and uncertain. A Senior Engineering Capstone project set out to restore it – designing a solution that is both practical and adaptable to the realities of coastal terrain.

Students Brady Cheyne, Palmer Clingman, Nolan Niziol, Devin Petruzzelli, and Derek Robak approached the challenge through their project, Boat Launch Device for Small Personal Watercraft, working to create a low-cost, safe, and environmentally responsible way to launch kayaks and small boats.

What began as a broad exploration quickly narrowed through rigorous design thinking. The team generated 32 initial concepts, ultimately refining them to a final solution: a combined kayak dolly and concrete foot pad system that allows users to transport and launch watercraft safely across uneven riprap shoreline. By evaluating each concept against criteria such as stability, accessibility, environmental impact, and cost, the team arrived at a design that balances performance with real-world feasibility.

At the center of the project was a commitment to usability. The final dolly features adjustable bunks to accommodate different watercraft, ratchet straps for stability, and large bicycle tires capable of navigating rough terrain without damaging the vessel. “The core challenge we were trying to solve was creating an easier way for members of the Bristol Highlands community to launch their personal watercraft into the bay," said Niziol, a Chemical Engineering and Chemistry double major and Mathematics minor from Lake Hopatcong, N.J. “Once we finalized our concepts, we realized a kayak dolly was not only the best solution for this site, but something that could be used in many different locations.”

That adaptability was strengthened by the team’s interdisciplinary makeup, bringing together mechanical, civil, and chemical engineering perspectives. “At the very beginning, we explored more civil-oriented designs like ramps and footpaths,” said Clingman, a senior Mechanical Engineering major and Mathematics minor from Mattapoisett, Mass. “But incorporating moving components allowed us to expand the scope of the project. It was rewarding to bring all aspects of engineering into one solution.”

Through iterative prototyping and field testing – including trials on campus, at Colt State Park, and at the proposed shoreline site – the team confirmed the durability and functionality of their design, successfully supporting loads up to 100 pounds. Grounded in industry standards and shaped by hands-on experience, the project reflects the kind of real-world engineering problem-solving that defines the capstone experience – and offers a tangible solution to a community need.

Building Comprehension, Word by Word

In a classroom where every word matters, even small gains in reading comprehension can make a lasting difference. One project focused on breaking that process down – giving students the tools to understand, retain, and build confidence in their learning.

Corey Brown, who is graduating with a Master of Special Education, centered his research on the RAP strategy – Read, Ask, Put – as a way to support middle school students with intellectual disabilities in a self-contained classroom. Designed as an evidence-based intervention, the strategy encourages students to read short passages, ask key questions, and paraphrase information in their own words, reinforcing comprehension through repetition and reflection.

Working with two eighth-grade students reading below grade level, Brown implemented the strategy over several weeks, beginning with baseline data collection before introducing structured instruction and guided practice. By scaling the approach to meet students where they were – focusing on just a few key words at a time – he created a framework that emphasized clarity over complexity, allowing students to build foundational skills step by step.

“What I really liked about the strategy was that students were able to pause, take their time, and put things into their own words,” Brown said. “We kept it small and manageable – just two to three words at first – but that process of reading, thinking, and writing helped them better understand what they were taking in.”

Beyond measurable outcomes, the most meaningful change came in how students approached their learning. “Confidence was huge,” Brown said. “They were able to take their time, pause, and really understand what they were reading. It’s about motivation, meeting students where they are, and giving them the tools to be successful on any given day.”

Grounded in patience, consistency, and adaptability, his work highlights how intentional, student-centered approaches can open new pathways for success – one word, one sentence, and one breakthrough at a time.

Designing for Dignity and Independence

What begins as a simple question – how to remember to take daily medication – can quickly become a matter of safety, autonomy, and quality of life. One student set out to rethink a familiar object through the lens of accessibility and care.

Cassidy Methot, a senior Computer Science and Graphic Design double major and Mathematics minor from Londonderry, N.H., approached the challenge by blending user interface thinking with human-centered design. Inspired by her 90-year-old grandmother’s struggles with memory and medication management, Methot explored how design could better support older adults navigating complex daily routines.

Her research began with an examination of existing pillbox designs, revealing a wide range of formats but limited accessibility – particularly for individuals managing multiple medications or conditions like arthritis. She then expanded her work through formal interviews with 18 participants across a range of age groups, following an extensive human subjects review process to ensure ethical engagement. What she found reshaped her entire approach.

“I found that engaging directly with people in the elderly community completely reframed the way I think about designing for this population,” Methot said. “You really don’t fully know a group you’re not part of unless you listen to them and hear their perspectives – it helps you strip away your own biases and understand how they see the world.”

That insight led to a final design concept that emphasizes clarity, flexibility, and independence: a pillbox with adjustable sizing, illuminated indicators for time and dosage, and portable compartments for on-the-go use. Grounded in both research and empathy, Methot sees the work as part of a broader responsibility.

“By listening to perspectives from people whose struggles are different from your own, you can take a form of active citizenship to help others in your community,” she said. “It’s rewarding to contribute in that way – and to design something that could give people a greater sense of independence in their daily lives.”

Tracking Shark, Skate, and Ray Activity Around Block Island

Grace Baldwin, a junior Marine Biology major from Braintree, Mass., examined shark, skate, and ray populations through her project “Spatial and Temporal Patterns in Elasmobranch Abundance around Block Island, RI.”

Conducted in collaboration with the , the multi-year study has collected data from 2021 to 2025 using baited remote underwater video systems (BRUVs) to monitor marine life across sites near Block Island, R.I. Baldwin joined the project in 2025, focusing on how the presence of sharks, skates, and rays varies by location, season, and year.

Her findings show consistent patterns across most sites, with greater variation occurring seasonally. Shark diversity increased in August of 2025, while skates and rays showed higher diversity earlier that summer. Baldwin also noted lower species richness in 2022, followed by increased diversity in 2025, including species not previously recorded.

“I wasn't expecting that 2025 would be the year we would see great white sharks, bullnose eagle rays, and sand tiger sharks.”

The research contributes to conservation efforts by tracking vulnerable species and examining environmental factors such as temperature. Baldwin is particularly interested in how climate change may influence species distribution over time.

Baldwin will continue her research this summer and present her findings at the Southern New England Chapter of the American Fisheries Society conference.

Coding Curiosity into the Classroom

In Abby Heroux’s classroom, balancing equations doesn’t stay on paper – it moves. Through robotics, students don’t just learn the concept; they build and see it in action.

Heroux, a senior Chemistry and Secondary Education double major from Warren, R.I., explored how robotics can serve as a powerful tool to deepen student engagement and understanding of scientific concepts.

“A lot of teaching is less about the content and more about how the kids are learning it, and how they can apply it,” Heroux said. “Does it matter that they learned every single thing in the chemistry curriculum? Probably not. But it does matter that they were engaged with the content.”

Working within her student-teaching classroom, Heroux designed a lesson that combined chemistry with introductory coding using LEGO Mindstorms. Through simple block-based programming, students were able to control robots to physically model balanced chemical equations – transforming a traditionally abstract concept into an interactive experience.

The lesson focused on balancing equations, guiding students from foundational understanding to application through robotics. “I taught them very simple block coding,” Heroux said, “where they were able to program a robot to complete a task, which was balancing equations.”

Despite having no prior coding experience, students adapted quickly and responded with enthusiasm. “They were honestly really excited about it – they kept asking when I would bring the robot back,” she said.

The project highlights the potential of interdisciplinary, experiential learning and reflects Heroux’s broader goal of making science more accessible. “I want kids to be engaged with science,” she said. “I don’t want them to be afraid of it.”