A Signature Work Project Focused on Problem-Solving, Collaboration and Communication
Through a dedicated project that includes academic research, an applied-learning experience and faculty mentorship, FPF fellows explore how business and non-profit organizations address social, economic and environmental problems. The project prepares fellows to lead organizations committed to improving their local communities and the world. The project is intended to fulfill the program's four learning goals of self awareness, communication, collaboration and problem-solving.
Fellows presentations at Bentley's Annual Undergraduate Research Conference
FirstGeneration Presidential Fellows present their signature work projects at Bentley's Annual Undergraduate Research Conference https://www.bentley.edu/research-day First generation college students particularly benefit from engaging in undergraduate research as it provides with opportunities to build confidence, develop a sense of belonging, and gain valuable mentorship and networking experiences.
Undergraduate research serves an outlet for students to express their creativity, curiosity, critical thinking, planning, and analytical skills. It is an active learning environment for students to challenge themselves in ways that are not possible in the traditional classroom. In many ways, it personifies and is an expression of what colleges and universities prepare their students to do after their four years of higher education. The educational experience offered at Bentley uniquely prepares students for this type of undergraduate research.
2025 Signature Work Project Abstracts
Driving Positive Change: Exploring Sustainable Development Goals Through Education and Experience
Bryan Bravo and Kendrick Agyapong
Our research project will explore three Sustainable Development Goals (SDGs): Quality Education, Decent Work and Economic Growth, and Reduce Inequalities. We will examine each of these goals by explaining how we have seen them in action through internships and study abroad experiences, as well as extra-curriculars and relevant coursework. We will highlight key classes such as Energy Alternatives with Zana Cranmer, as well as other classes such as Contemporary Economic Policies and Environmental Science and Sustainability. Through our research, we aim to answer the question: “How can business, organizations and/or individuals be a force for positive change in the world?” Additionally, we will address the question: “How can Bentley improve on the sustainable development goals you have discussed?”.
Our project will also include our final reflections on our Bentley experience and education, the impact it has had on us, and how it shaped our post-graduation plans. As we reflect on our Bentley education, we’ve learned that being a force for positive change begins with the mindset of an individual, understanding that there’s a responsibility in making the world a better place for oneself and their community. We also understand the importance of being a part of an organization/business that aligns with the larger goal and responsibility of creating a positive impact. It’s on us as the individuals, but also as a unit or team, to have greater chances of creating a change that reshapes the future. Ultimately, our Bentley experience has taught us that progress toward a better future starts with personal accountability and collaborative efforts.
FPF Signature Work Project
Abigail Shugert and Edgar Campos
Navigating college as first-generation students is both a challenge and an opportunity. Throughout our time at Bentley University, we embraced leadership, research, global experiences, and service—tying our journey to four key United Nations Sustainable Development Goals (SDGs): Quality Education (SDG 4), Affordable & Clean Energy (SDG 7), Reduced Inequalities (SDG 10), and Sustainable Cities & Communities (SDG 11).
This presentation highlights how our diverse involvements—from student leadership to academic research—connected to these global goals. Through roles as Mosaic Ambassadors and Orientation Leaders, we worked to reduce inequalities (SDG 10) and support first-gen and underrepresented students. Our experiences studying and interning abroad expanded our perspectives on sustainable cities (SDG 11) and quality education (SDG 4). Additionally, research on electric vehicles (EVs) and clean energy initiatives strengthened our understanding of affordable and clean energy (SDG 7) and its role in shaping the future.
From leading student organizations like FPF and PCI eBoards to attending the Denver Conference and conducting research, we’ve explored how involvement can drive both personal growth and global impact. Through moments of leadership and learning, we hope to inspire others to integrate their passions with meaningful action.
Civic Roots on Sustainability
Daelle Guirand and Joann Ramirez
| Habitat for Humanity plays a role in advancing the United Nations Sustainable Development Goals by addressing Reduced Inequalities (SDG 10) and Sustainable Cities and Communities (SDG 11). The organization provides affordable housing to low-income families, focusing on supporting equal access to housing for all regardless of background, gender, or economic status. All homes are energy-efficient using sustainable materials that meet LEED and Passive House standards which helps in reducing their environmental impact. They include features like Energy Star appliances, high-efficiency boilers, and solar panels to keep utility costs low for homeowners. My volunteer work with Habitat for Humanity at Bentley University has deepened my understanding of the housing crisis and environmental responsibility but also the importance of inclusive development. While Habitat for Humanity highlights the role of nonprofit organizations in addressing sustainability and inequality, Japan offers a cultural example of how community values can similarly promote the Sustainable Development Goals. Japan is a country where cleanliness is a shared standard, rooted in cultural values and mutual respect. From a young age, children a taught the importance of maintaining clean environments by cleaning their schools through a practice called “souji no jikan” (cleaning time). During my time in Japan, I visited Osaka, Kyoto, and Tokyo, three major cities with different aesthetics and cultural vibes. Yet, one thing they all had in common was the noticeable lack of public trash bins. However, the cities remained clean. This is due to a societal norm where cleanliness is viewed as a personal and collective responsibility, so people take their trash home. Japan’s approach reflects Sustainable Development Goal 11 by promoting sustainable cities through community action and SDG 12 by encouraging responsible consumption and waste management through everyday behavior. Together, these examples demonstrate how both organizational initiatives and cultural values can advance global sustainability goals. Whether through sustainable construction practices or everyday civic behavior. |
Shaping Tomorrow, One Community at a Time
Nereyda Betances, Erica Estrella, Zoe Ragland-Haines
| This project showcases our contributions to the United Nations' Sustainable Development Goals (SDGs) in various community service initiatives. Through student-led trips, leadership roles, and internships, we had the opportunity to drive impact in local communities to help advance global sustainability targets. Our initiatives were inspired by taking NAS 344 with Professor Cramer, where we gained a foundational understanding of sustainability. This course provided us with insights into the interconnectedness of environmental, social, and economic sustainability, shaping our approach to real-world challenges. Building on this knowledge, we applied these principles through hands-on initiatives such as: Environmental Conservation: Students have organized and participated in trash cleanups, volunteering opportunities and sustainability projects, contributing to SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), and SDG 15 (Life on Land). Health and Wellness: We helped coordinate free events for community members to interact and obtain important necessities for school and home, aligning with SDG 3 (Good Health and Well-being) and SDG 10 (Reduced Inequality). Social Justice: We have participated in social justice campaigns and trips, addressing issues related to SDG 2 (Zero Hunger), SDG 11 (Sustainable Cities and Communities), and SDG 16 (Peace, Justice, and Strong Institutions). Quality Education: We have partnered with local centers to help enhance tutoring and mentorship programs fostering academic excellence among students of all ages, supporting SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). By aligning our efforts with the SDGs, we were given the opportunity to demonstrate our understanding of global challenges and our ability to address them. The project serves as an indication of the impact of student-led initiatives to allow for sustainable development and community engagement. |
Why representation matters in business?
John Felipe and Kiona Johnson
This presentation explores the intersection of representation in business with Sustainable Development Goals (SDGs: 8 (Decent Work and Economic Growth) and 13 (Climate Action), drawing from our diverse experiences at Bentley University. As a corporate finance and accounting major with a tax accounting internship and involvement in PRIDE, I've witnessed firsthand the importance of inclusive economic growth. My partner's experiences as a Social Justice Intern for Bentley's Office of Sustainability, a Princeton University PPIA Fellow, and a member of the Green Revolving Fund have provided us with valuable insights into sustainable practices and policy making. Together, we demonstrate how representation in business can drive both economic prosperity and environmental stewardship. Our Bentley education, combining classroom learning with real world applications, has equipped us to address these global challenges. We argue that diverse representation in decision making roles is crucial for developing innovative solutions that balance economic growth with climate action. By fostering inclusive work environments and promoting sustainable business practices, companies can contribute significantly to both SDGs. Our experiences highlight the importance of integrating sustainability into business education and practice, preparing future leaders to tackle complex global issues. This presentation synthesizes our academic knowledge, practical experiences, and research to illustrate how representation in business is fundamental to achieving sustainable development and combating climate change.
Expanding Perspectives: The Role of Cultural Exposure in Driving Positive Change
Chris Dominguez and Avery Perry
In a world that is seemingly becoming more divided, society has lost its appreciation for cultural exposure and its power. One of the most effective ways to drive positive change is to explore different cultures and global perspectives. Immersing in diverse communities and experiencing new ideologies, both individuals and organizations can develop new processes and ways of thinking.
Our research is tying in three sustainable development goals, which are quality education, responsible consumption and production, and peace, justice, and strong institutions. By integrating anecdotal travel lessons along with individual peer research, we will tackle the prompt at hand. Personal experiences will illustrate how different cultures expanded our way of thinking about different societal problems. Peer reviewed research will provide empirical data that proves how diverse cultural exposure benefits businesses, organizations, and individuals.
Chris and Avery will use their different backgrounds, experiences, and interpretations to give a solution to the global problem raised. They have traveled together as well as separately, which has expanded their global exposure in a unique way. For example, Avery traveled to Southeast Asia at the same time that Chris traveled to Central America. This allowed Avery to share practices and traditions from the Eastern Hemisphere, meanwhile Chris was able to share his experience of visiting where not only two oceans connect but where two continents connect. Exposing themselves into two completely different societies allowed them to not only gain the consciousness of inclusive education but also allowed them to share it with each other and peers.
Signature Work Project 2025 Highlights
