Student Projects Research Articles (Page 1)

ABSTRACT Background The growth in ambulatory care positions for pharmacists demonstrates a need to recruit and train highly qualified pharmacists into the specialty. This paper describes how student skills related to patient care and practice advancement in ambulatory care pharmacy were enhanced through a partnership between one school of pharmacy (SOP) and a regional health system. Methods A concentration with didactic and experiential components created foundational learning opportunities for students interested in ambulatory care earlier in their curriculum, including a new course focused on ambulatory care pharmacy service development using real‐world cases. Student perceptions were assessed using survey data and post‐graduate outcomes are described. Results One hundred students from the classes of 2020 through 2025 have completed the concentration. Most students (95%) perceived better preparedness for ambulatory care rotations and agreed that the Ambulatory Care concentration made them more interested in pursuing a career in the field (88.2%) or a residency (82.4%). The health system perspective was assessed based on informal feedback from leadership and review of student projects. The health system described benefits in validating and informing service development. Longer term benefits are also discussed. Conclusion This unique partnership between an SOP and a regional health system creates opportunities that offer mutual benefits to the school, students, and the health system. The results of this evaluation indicate that students and health systems find immediate value from the collaboration and suggest possible longer‐term benefits regarding practice advancement and the development of future practice specialists.

The study reveals certain aspects of the cognitive component of educational mathematics projects in basic secondary education. In accordance with the objective, the study reveals the essence of the cognitive component: it is the process and result of acquiring and meaningfully applying the knowledge and skills obtained through mental processes during the mastery of basic secondary education in the field of mathematics. The content of the cognitive component consists of a set of theoretical and practical mathematical knowledge. The methodology for developing the cognitive component of educational mathematics projects in basic secondary education is based on a systematic approach and the appropriate use of a range of methods. An important feature of the content of the cognitive component is its systematic nature and reflection of the latest achievements in mathematics. Attention is drawn to the importance of focusing on the hypothetical-deductive method of cognition. This method of cognition is characteristic of students in basic secondary education. It is noted that it is important in mathematics teaching projects to ensure, through the content and organization of work, the formation of students' ability to effectively solve problems and apply knowledge in non-standard situations. Research results. Methodological support for the cognitive component of educational mathematics projects in basic secondary education involves active learning content. Such content is developed taking into account the idea of incidental learning stimuli in the educational and cognitive activities of basic school students. The organizational elements of the cognitive component of educational projects in mathematics have been identified: the involvement of the teacher as a coach, the balance between cognitive load and lesson productivity, the phased use of the effects of internal cognitive load (lack of a specific goal, divided attention, a worked-out example, hypothetical perception, partial solution; memory segmentation in the architecture of searching for new information, modality, assertiveness. The prospect for further development of the problem is defined as the expansion and characterization of the advantages and challenges of the effects of internal cognitive load during the development and implementation of project and research work in mathematics lessons in basic secondary education. It is also proposed to create cases of successful educational projects for basic secondary school students within the framework of the STEM model program.

Purpose This study aims to define key elements for creating sustainable urban living environments in earthquake-prone areas of Turkey and other developing countries, using expert assessments and student projects to develop a checklist for evaluating housing and urban design in affected resettlement areas. Design/methodology/approach In this study, the design and evaluation process for architectural projects focusing on “Sustainable Living in Earthquake Zones” was conducted by senior architecture students. The projects aimed to create livable, resilient urban spaces in disaster-affected areas in Turkey. Experts weighted 28 sub-criteria under the categories of functionality, aesthetic quality, social and cultural aspects and environmental aspects using the Analytic Hierarchy Process. The evaluations were aimed at identifying the best designs for sustainable and active urban living, with final scores reflecting a combination of criteria weighting and expert ratings. Findings In evaluating architectural designs for sustainable living in earthquake zones, functionality and environmental aspects were deemed most important by experts. The highest-rated design integrated public spaces and sustainability near the Asi River in Hatay. Other notable projects focused on blending traditional and modern elements, emphasizing community spaces and regional identity. Overall, designs highlighted functionality over aesthetics and demonstrated varied attention to environmental considerations. Originality/value This study pioneers a practical checklist for sustainable urban design in earthquake-prone areas by integrating expert assessments and student projects. This paper offers novel insights to advance urban resilience and sustainability in post-disaster resettlement contexts, providing a valuable framework applicable to Turkey and similar regions, bridging academic research with practical implementation.

Abstract Background Capstone design courses are foundational to undergraduate biomedical engineering (BME) education, fostering technical and professional competencies through project-based learning. However, sustaining clinical mentorship is challenging due to faculty and physician time constraints, prompting exploration of alternative mentorship models. Purpose/Hypothesis This pilot study evaluates the feasibility and acceptability of integrating medical students as mentors for undergraduate BME senior design teams. We hypothesized that (i) the model would be feasible (routine meetings and mentor availability maintained), (ii) acceptable to students (project satisfaction and perceived mentorship impact non-inferior to faculty-led mentorship), and (iii) would enhance clinical engagement (greater stakeholder interaction) without adversely affecting academic outcomes. Design/Method A prospective, survey-based study was conducted in the Virginia Tech BME senior design program (2024–2025). Students were grouped by mentorship models: faculty-led, medical student-led, or mixed. Surveys assessed clinical engagement, teamwork, and project satisfaction; statistical analysis included Mann–Whitney U and Kruskal–Wallis tests. Results Among 66 eligible students, 20 completed the survey (38% response rate). Baseline characteristics were similar across groups. While overall satisfaction and academic performance were comparable (no statistically significant differences) between mentorship models, teams with medical student mentors reported enhanced clinical insight, greater engagement with clinical stakeholders, and increased regulatory exposure. Both mentorship models were positively rated, with medical student mentors uniquely contributing to clinical relevance and stakeholder interaction. Conclusions Integrating medical student mentors into undergraduate BME capstone teams is feasible and enriches interdisciplinary learning, bridging gaps between engineering and clinical practice. Medical student mentors foster clinical engagement and offer practical perspectives, without compromising project satisfaction or academic outcomes. Structured frameworks and clear role definitions are essential for optimizing mentorship models. Larger, multi-institutional studies are recommended to validate these findings and inform best practices.

Community service activities carried out in Kairatu District, West Seram Regency, aim to improve elementary school students' mathematical concept understanding skills by using the Project Based Learning (PjBL) model. Besides helping to improve students' understanding of mathematical concepts, this model also helps teachers in teaching other materials. The students involved in this activity came from 3 schools, namely SD Negeri 3 Kairatu, SD Inpres Kairatu, and SD Inpres Siompo. The community service method used is preparation by providing a pre-test, implementing PjBL in learning, providing projects for students to work on, and providing evaluations. The results obtained after implementing the PjBL model can be seen from the pre-test and post-test scores obtained by students in the three schools. Namely, SD Inpres Kairatu has an average pre-test score of 42.93 and a post-test of 74.26; for SD Inpres Siompo, the average pre-test score is 51.13 and the post-test is 76.65; while for SD Negeri 3 Kairatu, the average pre-test is 46.65 and the post-test is 74.07. According to these results, teachers can use the PjBL model in the learning process for other materials

“Spitsbergen Challenge" – Educational Project for Students of Technical Universities

Abstract Curl forces, generating accelerations that are not the gradients of potentials, are a recent extension of Newtonian dynamics. The characteristic feature is that the dynamics is both nonconservative and nondissipative. This is illustrated visually for a series of forces, constituting a hierarchy of increasing richness. Starting with a separable Hamiltonian that is not a curl force, the hierarchy continues with a curl force described by an integrable Hamiltonian, a curl force described by a nonintegrable Hamiltonian, a separable non-Hamiltonian curl force, a nonseparable curl force not described by a Hamiltonian, and the culmination: a curl force for which there are no conserved quantities – a unique dynamical phenomenon. The pictures are easy to generate, and could be developed in several directions as student projects.

Saudi Arabia has a large part of the country’s power consumption in the building area, mainly operated by cooling demands under extreme climatic conditions, where the summer temperature is more than 45 °C and solar radiation peaks are more than 1200 W/MIC. Facing this challenge, this research examines the translation of biometric principles in the design of adaptive building construction for dry areas. We present a comprehensive, four-phase method structure: removing thermoregulatory and shading strategies from desert vegetation; computer display simulation using EnergyPlus 9.7.0 and CFD (ANSYS Fluent 2022 R2); and the development of an implementation guideline. Our findings achieve three central insights. First, the dynamic factor system, such as the electrochromic glazing tested in our student project, reduced the use of HVAC energy by 30%, while advanced materials, such as the polycarbonate panel, demonstrated notable thermal stability. Secondly, the synergy between cultural knowledge and technical performance proved to be decisive; vernacular-inspired Mushrabias improved generic louver not only in thermal efficiency but also in user acceptance, which increased the 97% approval rate in post-acquisition surveys. Finally, we demonstrate that scalability is economically viable, indicating a seven-year payback period for simulation, phase-transit material (PCM), which aligns with the budgetary realities of public and educational projects. By fusing the plant-induced strategies with rigorous computational modeling and real-world applications, the work provides actionable guidelines for permanent failure design in the warm-dry climate. It underlines that maximizing energy efficiency requires the cohesion of thermodynamic principles with the craft traditions of local architecture, an approach directly aligned with the Saudi Green Initiative and the ambitions of global carbon neutrality goals.

Abstract Today's interior design education is twofold and evidence‐based, building on theoretical foundations and integrating methods and findings from empirical research to create built environments that support occupant health, safety and well‐being. While storytelling has been a valuable design method in education, it alone may lack the structure necessary to address the complex constraints and regulatory requirements in advanced‐level interior design courses. This article demonstrates how symbolic interactionism can provide students with a structured framework for designing large‐scale multi‐occupancy interiors while balancing meaning and practicality. Drawing from its intellectual heritage in pragmatist and interpretive traditions, symbolic interactionism offers educators a theoretical foundation for teaching how individuals engage with symbols and meanings in human–human and human–environment interactions that shape social narratives and place identities. The article first examines current gaps in academic standards regarding social interaction and place identity. It then presents an overview of symbolic interactionism and proposes a framework for its application in interior design education. Two case studies of student projects illustrate the framework's effectiveness: one exploring undocumented youth housing and another developing a facility for intimate partner violence survivors. These projects demonstrate how the symbolic interaction framework guides spatial planning while effectively integrating complementary methodologies to address specific user needs. This article contributes to design education by providing educators with a structured approach to teaching inclusive design that bridges theoretical insights with practical applications.

The learning environment has been transformed from a teaching background to the core educational technology in contemporary engineering education. The learning environment that meets the engineering education certification standards is conducive to the standardization of teaching and the realization of educational goals. However, the correlation between the existing learning environment scale and the professional certification standard is insufficient. Especially in China, there are few studies on the learning environment scale based on engineering education professional certification. The research adopts the mainstream learning environment evaluation perspective of students’ perception evaluation, and combines curriculum learning, teachers and student relationship, classmate relationship, learning atmosphere, institutional environment, project and practice, physical resources, and so on seven factors. The graduation requirements of engineering education certification in China are deeply coupled with the content of the benchmark, and the quality of the systematic questionnaire is tested. The results show that the engineering education learning environment scale has a robust seven-factor structure, reasonable 36 items, good reliability and validity, no common method deviation, and the constructed model is appropriate. It can be used as a learning environment measurement tool to support graduation requirements. The innovation of the future learning environment should not only be based on the standard of engineering education certification graduation requirements, but also support graduates to become a new generation of engineers with a global vision and sustainable development leadership.

Purpose This study explores how design strategies based on modular thinking intersect with the principles of open building movement (OBM), in early architectural education. It aims to assess the pedagogical value of OBM's adaptability-focused framework when applied in a studio environment. Design/methodology/approach A qualitative case study was conducted on 20 student projects developed in a second-year architecture studio focused on modular, reconfigurable residential units for temporary student use. The projects were evaluated through core OBM principles – support–infill distinction, user agency and adaptation – alongside selected ideas from the Metabolism movement. Student feedback and iterative reflections were incorporated to triangulate the analysis. Findings Students successfully engaged with OBM concepts, especially at the infill level, using modular strategies to enable personalization and post-occupancy adaptability. However, the standardized dimensions of the living modules and students’ limited experience in technical knowledge and detailing led to limitations such as structural rigidity, reduced facade flexibility and insufficient technical resolution in the projects. Social implications The study posits adaptability as a social necessity, advocating for architectural education that prepares students to create resilient, inclusive environments. It emphasizes how OBM principles can democratize design, enabling transient users to modify environments without expensive renovations – a vital approach for sustainable urbanization. Originality/value This paper distinctly connects the systemic modularity of Metabolism with the user-centric pragmatism of OBM, evaluating their joint significance as a pedagogical foundation in early architectural education. It enhances discussions on sustainable design by framing adaptability as an instructive competency that reconciles industrial discipline, ecological resilience and participatory equity.

With the advent of Large Language Models (LLMs), there are becoming a larger part of people’s everyday lives – in their work, personal life or learning. Especially for programmers and software developers, learning how to best utilize LLMs as part of their work is becoming a crucial skill. This is especially important to students and educators have duty to prepare them to best tackle all obstacles and best utilize AI as a tool in their programming arsenal. Research into this normally focuses on the use of LLMs as tools for teaching and evaluation. This research takes another approach presenting the results from integrating LLMs as a central concept of project-based learning (PBL) semester projects for students from multiple grades from 5th semester bachelor’s to 10th semester masters. All projects develop interactive systems both traditional and virtual reality and encompass a wide variety of contexts that utilize AI as a central mechanic. We show the attitude of the participating students towards utilizing LLMs, their understanding before and after the projects of AI systems and their overall satisfaction with utilizing relatively new and open technology like LLMs. To our knowledge, this is one of the first such meta-analyses of long-term effects of utilizing LLMs in students’ work. We demonstrate the positive impact of utilizing LLMs on students’ motivation and learning and propose several best practices to avoid some of the pitfalls associated with using these tools.

Next-generation sequencing (NGS) technologies offer detailed and inexpensive identification of the genetic structure of living organisms. The massive data volume necessitates the utilization of advanced computational resources for analyses. However, the rapid accumulation of data and the urgent need for analysis tools have caused the development of imperfect software solutions. Given their immense potential in clinical applications and the recent reproducibility crisis discussions in science and technology, these tools must be thoroughly examined. Typically, NGS data analysis tools are benchmarked under homogeneous conditions, with well-trained personnel and ideal hardware and data environments. However, in the real world, these analyses are done under heterogeneous conditions in terms of computing environments and experience levels. This difference is mostly overlooked, therefore studies that examine NGS workflows generated under various conditions would be highly valuable. Moreover, a detailed assessment of the difficulties faced by the trainees would allow for improved educational programs for better NGS analysis training. Considering these needs, we designed an elective undergraduate bioinformatics course project for computer engineering students at Istanbul Technical University. Students were tasked to perform and compare 12 different somatic variant calling pipelines on the recently published SEQC2 dataset. Upon examining the results, we have realized that despite seeming correct, the final variant lists created by different student groups display a high level of heterogeneity. Notably, the operating systems and installation methods were the most influential factors in variant-calling performance. Here, we present detailed evaluations of our case study and provide insights for better bioinformatics training.

This research aims to analyze teachers' strategies in strengthening the values of religious moderation in PAI learning through the use of digital media, as well as to identify the challenges and their impacts on students' religious attitudes. This study employs a qualitative approach with a case study method. Data collection techniques include observing teaching and learning activities, conducting in-depth interviews with fifth and sixth-grade teachers and students, and documenting teaching materials and digital learning media. Data analysis is conducted descriptively through the stages of data reduction, data presentation, and conclusion. The research results show that PAI teachers at MI Fattahul Huda have implemented various digital strategies to strengthen religious moderation, including thematic YouTube videos, interactive quizzes using Quizizz and Kahoot!, student digital projects on tolerance themes, the development of digital teaching materials, and practices of digital religious literacy. Teachers also use moments of religious and national holidays as a means to strengthen peaceful and inclusive Islamic values. These strategies have proven to enhance students' active participation, reinforce the understanding of tolerance values, and cultivate a critical attitude towards religious content on social media. Thus, digital media can serve as an effective tool for instilling values of religious moderation in a contextual and in-depth manner from an early age.

ABSTRACT: The project entitled “ Web Based Interactive University Chatbot” is developed using the front-end as PHP and back-end MYSQL tool. This student chatbot project can simulate conversations with the students and staff. The student can ask/query anything with this web application and the chatbot will automatically respond accordingly to the queries/questions. In this project staff module, staff can feed the responses for the possible questions that students may ask/query from the chatbot. The staff panel has many features that are related to the chatbot information. The staff can also manage some details of the chatbot suchas the welcome message, no result message for the query, and avatars. Talking about the chatbot responses, the staff will store information in the system and will tag the possible question for that response. KEYWORD: University chatbot , Web-based chatbot , Interactive chatbot , Virtual assistant for students , Al chatbot for education ,Student support chatbot , Academic chatbot .

Student entrepreneurship is increasingly recognized as a driver of economic growth, innovation, and job creation, particularly in developing countries. However, limited financial literacy remains a major barrier to entrepreneurial success among students. This study aims to systematically review the role of financial literacy in supporting student entrepreneurship. A systematic search using the PRISMA 2020 method was conducted in Scopus for the period 2014–2024 with the following search string: (“financial literacy” AND entrepreneurship AND student*) OR (“financial literacy” AND “youth entrepreneurship”). From an initial 155 records, 36 studies met the inclusion criteria: peer-reviewed, empirical, English language, and focusing on students in the context of entrepreneurship. The review identifies three main themes. First, the financial skills addressed include budgeting, saving and borrowing, cash-flow management, investment and risk assessment, and basic accounting. Second, approaches to improving financial literacy are primarily through integrated curricula, business simulations, student venture projects, and industry mentoring. Third, financial literacy strongly impacts entrepreneurial outcomes, including higher self-efficacy, better financial decision-making, stronger resilience in cash-flow management, and greater sustainability of student ventures. The findings underscore the importance of integrating financial literacy as core human capital within entrepreneurship education, especially in developing countries. Limitations of this review include reliance on Scopus and exclusion of non-English studies. The study provides theoretical, practical, and policy implications for universities, educators, and policymakers.

The progress of a nation is not only determined by economic and military strength, but also supported by the character of its citizens. In the context of Indonesia, strengthening character based on Pancasila values is the main foundation for building a strong and sustainable national resilience. This study aims to examine in depth the strategic contribution of the Pancasila Student Profile Strengthening Project Strengthening the Profile of Pancasila Students (P5) Project as an instrument for transforming the character of young people in responding to the challenges of moral degradation and globalization of values. Using a descriptive qualitative approach based on literature review, this study examines the relationship between the dimensions of P5 character and the development of high-quality human resources with a Pancasila ideology. The results The study shows that P5 substantively forms six main character dimensions: faith and piety to God Almighty, independence, cooperation, global diversity, critical thinking, and creativity. Each dimension is not only instilled through cognitive learning, but also developed through a collaborative and reflective approach that position students as active subjects in education. The implementation of P5 has proven effective in reviving the values of cooperation, fostering tolerance, and enhancing critical thinking and creative thinking skills among students. Beyond the curricular program, P5 is a strategic national design to prepare the golden generation of who are adaptive, have integrity, and actively contribute to the life of the nation and state. Thus, character building through P5 is a long-term ideological and cultural investment in order to realize a strong, independent, and dignified Indonesia at the global level

The integration of emerging technologies is reshaping the teaching skills required in the 21st century, yet little evidence exists on how contextualized training supports rural teachers in adopting active methodologies and critically incorporating AI into entrepreneurship education. This study evaluated the impact of a 40-h professional development program implemented in Educational District 15D01 in the Ecuadorian Amazon. Thirty-nine secondary school teachers participated (mean age = 43.1 years); 36% lacked prior entrepreneurship training, and 44% had not recently mentored student projects. A sequential explanatory mixed-methods design was employed. The quantitative phase employed a 22-item questionnaire that addressed four dimensions: entrepreneurial knowledge, competencies, methodological strategies, and AI integration. Significant pre–post improvements were found (p < 0.001), with large effects for knowledge (d = 1.43), methodologies (d = 1.39), and AI integration (d = 1.30), and a moderate effect for competences (d = 0.66). The qualitative phase analyzed 312 open-ended responses, highlighting greater openness to innovation, enhanced teacher agency, and favorable perceptions of AI as a resource for ideation, prototyping, and evaluation. Overall, the findings suggest that situated, contextually aligned training can strengthen digital equity policies, foster pedagogical innovation, and empower educators in underserved rural communities, contributing to sustainable pathways for teacher professional development.

Abstract Situated Expectancy Value Theory (SEVT) emphasizes the role parents play in shaping children’s confidence and value they place on science. Although a robust literature has documented parental influences on children’s science motivations in school-based contexts, less is known about how parents’ attitudes and support shape children’s science motivation in extracurricular learning environments. Moreover, prior work has rarely considered whether motivational processes differ across science domains, such as life versus physical sciences. The present study addressed these gaps by examining whether parents’ attitudes and support predicted children’s science motivation during participation in a regional science fair, and whether patterns varied by project domain. The study examined 96 parent–child dyads (60% girls; Grades 3–11). Hierarchical regression analyses indicated that parents’ perceptions of children’s science task value were the most consistent positive predictor of children’s motivational beliefs, significantly predicting both ability beliefs and task value. The encouragement children reported receiving from their parents was a positive predictor of children’s task value, but parental reports of encouragement were not. In contrast, instrumental support through hands-on help was negatively associated with children’s ability beliefs across both parent and child reports. No significant differences were found between life and physical science projects. This research indicates that parents play an integral role in children’s science motivation development when they participate in extracurricular science-learning opportunities. Subsequently, parents may need external support to learn how to provide appropriate help on student projects and offer general science encouragement that promotes science motivation.

University campus trees provide valuable ecosystem services to the surrounding community while directly and indirectly supporting numerous United Nations sustainable development goals. The purpose of this project was to develop a Geographic Information System (GIS)-supported tree inventory, in conjunction with a service-learning course, to support Tree Campus USA initiatives and maintain a collection of woody plant materials on the a university campus. Horticulture students in a woody plants course applied their expertise through use of the ArcGIS FieldMaps™ mobile app to record the tree inventory on campus. GPS functionality allowed students to digitally map tree location points that contained identification, size, health, and maintenance recommendations for each tree. The data were made accessible for select specimen through mounted QR codes on the trees. While the benefits of urban vegetation have been widely studied, tree inventories can provide guidance to facility crews for appropriate planting and maintenance based on the needs of the local environment. The demonstrated economic and environmental values of campus trees provided included those related to annual carbon sequestration, air pollution removal, oxygen production, evapotranspiration (cooling), and avoided runoff. Students reported benefits from the service-learning experience including building teamwork skills, forming friendships within their academic discipline, and developing transferable skills and more confidence in their discipline. Almost all students recommended incorporating similar service-learning projects for all horticulture students.