Alumni explore the future of artificial intelligence at Imagine RIT symposium

On one side of campus, visitors to the Imagine RIT: Creativity and Innovation Festival became game show hosts. On the other side, guests’ blood-oxygen level readings were measured using a redesigned pulse oximeter. That’s just a sampling of what thousands of people experienced on April 26. See photos from Saturday's Imagine RIT “Imagine RIT is an incredible opportunity for our students, faculty, and staff to showcase their creativity and forward-thinking innovation,” said Lisa Stein, director of Imagine RIT. “Each year, the festival highlights groundbreaking work in fields like artificial intelligence, computing, healthcare, and the arts—proving again how the RIT community leads with bold ideas and a hands-on approach to turning vision into reality.” This year, a record 434 exhibits were on display across the entire campus. Real-world applications As part of a collaborative capstone project with The Strong National Museum of Play, fourth-year new media design students worked alongside students from RIT’s new media interactive development program to create game prototypes inspired by old-school game shows. The goal of the collaboration, on the first floor of College of Art and Design’s Booth Hall, was for students to create prototypes of potential games for an upcoming exhibit, Beyond the Buzzer: Game Shows in America, set to open at The Strong Museum in 2026. The prototypes were showcased in six interactive Imagine RIT exhibits: Eye on the Prize; Path Pursuit; Overboard; Race to Riches; Battle of the Buzzers; and Ruin the Show. ‌ Scott Hamilton Fourth-year new media design student Kamy Bitely shows a visitor how to play Path Pursuit. The game prototype, resulting from a capstone collaboration with The Strong National Museum of Play, challenges two players to cooperate and move in-sync to complete the virtual obstacle course. While it’s not guaranteed that all the games will make it to the final museum exhibit, each prototype helped the museum team research and test the types of experiences visitors might enjoy. Alexis Mildren, from Mardela Springs, Md., worked with a team of nine other students to create Eye on the Prize, an innovation of the classic Simon memory game. She said testing the game with the massive audience at Imagine RIT was a golden opportunity. “The museum said our age range when designing the game was seven to 77. Trying to build something that little kids would enjoy, and older generations would find some nostalgia in, was a big challenge,” said Mildren. “Having the community support and play our game has really proven that we’ve succeeded.” Improving lives Mechanical engineering students in the Multidisciplinary Senior Design program redesigned a pulse oximeter to improve diagnosis. Their exhibit was in Institute Hall. Melanin, the chemical that gives skin its varied tones, affects oxygen readings. The students’ design assesses not only the oxygen levels but corrects for the impact of melanin. ‌ Traci Westcott Mechanical engineering student Isabella Cagno, left, demonstrates a pulse oximeter that uses wavelengths of light to assess a patient’s pigmentation. They integrated varied wavelengths of light into a second finger clamp that is connected to the Graphical User Interface (GUI), which collects blood oxygen content, blood pressure, and the important light measurements for the color sensor they designed. The combined data gives more accurate results, said Gianna Ippolito.  “We did not start to notice this until COVID,” said Ippolito, a fifth-year student from Rochester who transferred from Monroe Community College. “We found that it’s important to test a product that relies on light with a diverse set of testers. It is not often something that was considered until it is happening.” The students’ new prototype will be used on patients in the fall at RIT’s medical partner, Rochester Regional Health. Building a robot from scratch At the center of campus, CatBot, a quadruped robot designed in the spirit of Boston Dynamics’ Spot robot dog, was one of 30 exhibits in the SHED. Members of the Multi-Disciplinary Robotics Club worked on the design of the robot over four years. Different parts of the robot were shown in previous Imagine RIT festivals, but this is the first public unveiling of the robot. ‌ Carlos Ortiz Members of the Multi-Disciplinary Robotics Club, from left, fifth-year software engineering major Cameron Robinson, second-year mechanical engineering major Sophia Pagsanjan, and third-year mechatronics engineering technology major Rudy Rodriguez move CatBot, a quadruped robot. Cameron Robinson, a fifth-year software engineering and English double major and club president, has seen CatBot from its genesis. It started as an idea by a fellow student interested in soft robotics, a subfield of robotics that focuses on using flexible, deformable materials, an upgrade from the traditional, rigid nature of robots. This robot, while not fully mobile, is able to show off full walking motions. “These robots are like our babies,” Robinson said. “We love building and working with these robots from scratch, and it’s great to see the progress over the years. It’s all part of the human experience.” “My classes are often very theoretical,” added second-year mechanical engineering major Sophia Pagsanjan. “Making robots like CatBot is thrilling because you’re putting everything you’re learning in the classroom into action. I can see the results of my work.” CatBot is the club’s newest legacy robot, which includes Imagine RIT favorites like CouchBot, a comfortable remote-controlled modular loveseat, a small robot which can wave back to spectators, and a battle bot arena with handheld robot vehicles. Imagine RIT: Creativity and Innovation Festival returns on April 25, 2026.

RIT’s School of Film and Animation has a growing reputation in Hollywood and has been recognized by the entertainment industry for its high-achieving alumni who graduate with expertise in cutting-edge technology. The school’s latest recognition comes from Variety magazine, the “most authoritative and trusted source of entertainment business news” in the world. Variety named RIT as one of the Top Film Schools in North America in the publication’s annual Education Impact Report. The list includes universities as old as the moving picture itself, as well as newer budding programs—all of which offer “an impressive array of educators, facilities and lessons to be learned,” according to Variety. The report noted RIT’s “deep bench of facilities,” students’ access to internships and industry collaborations, and experienced instructors who are “a huge asset for students.” “Being named among the top film schools by Variety is a tremendous honor. It’s a testament to the exciting momentum we’ve built and our dedication to providing our students with the experiences and skills needed to thrive in the industry,” said Shanti Thakur, director of the School of Film and Animation. She added, “Nurturing the talent, passion, and creativity of our students is at the heart of what we do. Watching the evolution of their work from their first year to their final year at RIT is inspiring.” In the past year, RIT has steadily climbed in film school rankings and was included in lists released by The Hollywood Reporter, TheWrap, and Animation Career Review. For third-year student Carson Munn, it’s an exciting time to be part of the program. During his college search, Munn said the top-notch facilities offered by RIT’s MAGIC Spell Studios—complete with sound stages, sound and color mixing studios, and high-quality equipment for students to use—and the supportive community within the school is what drew him to the film and animation – production option program. He shared that the abundance of experiential learning opportunities available on campus, and in Los Angeles through the RIT in LA program, helped him grow as a filmmaker. “I wanted to go to a university where I knew I could leave with confidence and stability as I went about my career search. I have no doubts that RIT will make this happen for me,” said Munn, from Amsterdam, N.Y. “No matter what area of film you want to pursue, you will find another RIT alum working there.” RIT’s community of Deaf and hard-of-hearing students also attracted Munn to the school. “As someone with hearing loss, the National Technical Institute for the Deaf provides me with accommodations in my classes that no other college would have been able to give me,” he said. Former Disney executive Tom Connor ’11 (film and animation), assistant provost and professor of practice at RIT, worked directly with Munn and other students enrolled in the RIT in LA program. Connor said he is impressed by the interdisciplinary film and animation curriculum offered by the school. “RIT is unique in that our graduates are just as likely to win awards for their technical innovations as they are their creative contributions. This fusion of technology and creativity sets our students up for industry success by giving them the skills needed to create today’s cross-disciplinary entertainment experiences,” said Connor. In addition to the hands-on opportunities available through RIT in LA, the School of Film and Animation recently established a new student exchange program with the Film and TV School of the Academy of Performing Arts in Prague (FAMU) under the leadership of Thakur. Todd Jokl, dean of RIT’s College of Art and Design, said the accolades earned by the School of Film and Animation this year are extremely gratifying and a reflection of the school’s high-achieving graduates and the talent of the student body, faculty, and staff. “The RIT community knows that the school has long-been renowned for its unique approach to learning that combines the timeless art of filmmaking and cutting-edge technology. Seeing that awareness spread across the nation is a point of pride for the College of Art and Design,” said Jokl.  Go to the School of Film and Animation’s website to learn more about its program offerings.

For Stacey (Wolff) Incorvaia ’83 (retail management), love meant taking the long way—literally. As a student, she would walk past the residence hall room of AJ Incorvaia ’85 (computer science) hoping for a glimpse. “I used to walk to the farthest water fountain just to see him,” Stacey said. Along RIT’s Quarter Mile, AJ noticed too. “She was so cute in that blue suit.” ‌ RIT provided the foundation for AJ and Stacey Incorvaia’s relationship. This connection seemed unlikely at first. He spent hours buried in his studies. She commanded rooms with her vibrant personality. Cupid had a plan and a snow-filled football game in 1982 during Cold Hands & Warm Hearts Winter Weekend provided the spark. With snowballs flying after the game, AJ saw an opportunity and tackled Stacey. “My mother told me to never let anybody get the better of me, and I wasn’t going to allow him to,” Stacey recalled, describing how she knocked AJ to the ground in retaliation. What began as playful banter blossomed into a dynamic partnership spanning four decades. RIT played a pivotal role, cultivating their bond through a blend of support and encouragement, which sustained them through life’s challenges. “AJ was my rock when it came to math classes,” Stacey said. “I couldn’t have passed stats without him.” “She was my social manager and alarm clock,” AJ added. “Left to my own devices, I’d have stayed in the dorms, but Stacey made sure we had fun. I think that’s what made the experience special.” ‌ The couple’s relationship began in 1982 with a football game during Cold Hands & Warm Hearts Winter Weekend. Their bond was tested with distance. Stacey’s co-ops took her to Chicago and Boston, and she embarked on a retail career in New York City while AJ stayed to finish his degree. The pair wed in 1989, and their careers took them to Northborough, Mass., where they currently live. “We didn’t have cell phones or the Internet back then,” AJ said. “Maintaining a long-distance relationship took effort and commitment, but she was worth it.” Another hurdle? Skiing. Stacey began skiing at 3 years old, a central part of her upbringing. “My mother grilled AJ about skiing the first time he came home with me,” Stacey said. “She didn’t ask about his major or career plans—she asked if he could handle Vermont slopes.” At the time, AJ had only been skiing twice, but he was determined to impress Stacey and her family. Trips to Vermont, Utah, and Western Canada are now cherished memories with their three children, now ages 33, 30, and 28. ‌ Balance, independence, and shared experiences have kept the couple together for more than 40 years. “It’s something that brought us closer as a couple and as a family,” AJ said. “Even today, when we hit the mountain together, it feels like the perfect blend of adventure and connection.” Today, AJ works as a senior vice president at Siemens, while Stacey runs a knitting shop and serves on local boards. Reflecting on their relationship, they stress the value of balance through independence and shared experiences, and the daily choice to love. “Every day, you wake up and decide to keep choosing each other,” Stacey said. “That choice, and the effort you put into it, is what builds a lasting partnership.”

Even though he graduated from RIT more than a decade ago, Rohit Crasta is still amazed that one of the last classes he took on campus has inspired his career making casual games that appeal to the masses. Crasta, who was among the second cohort of game design and development program graduates in 2013, is lead game designer for The New York Times, helping to create digital puzzles that have quickly become conversation starters in break rooms and on social media. He is tasked with developing game play mechanics for popular brainteasers, like Strands, that are the basis for the handcrafted puzzles. “Time well spent is our mantra,” said Crasta, who is originally from Rockville Center, N.Y., but now lives in Rochester. “The goal every day is to build thoughtful puzzles that promote curiosity. We want people to feel good about the time they’re spending playing our games and forging connections with others in workplaces and in group chats. To me, casual games are about promoting conversation and social interaction.” As a student, Crasta was impressed with the array of accessible labs and tools at his disposal, in addition to his professors’ commitment to teaching fundamentals like programming and art and design concepts. He also credits his instructors’ honesty for his drive to succeed. “From day one, our professors were upfront with us about the competitiveness of the games industry,” Crasta said. “But they assured us that with lots of hard work and diligent use of the resources that were available, our chances for success would increase exponentially.” After graduating, Crasta worked as a programmer for a museum and a textbook company, which he said allowed him to use playfulness to solve design problems. He was also lead game designer for the mobile game Wordscapes. A decade later, he continues to use his creativity within the games division of The New York Times and is happy to be a part of the long legacy of the media giant’s games. Its first crossword published in 1942. “The crosswords were included in the newspaper during a time when people needed a break from the heaviness of World War II,” he explained. “So, even back then, puzzles and games were used as a way for people to destress and have fun, if only for a short while. I’m so pleased that I’m able to help further this mission.” In Rochester, Crasta runs the nonprofit ROC Game Dev, a local platform for game creators to learn and collaborate in all aspects of building games. He also spends time meeting with students, sharing what he’s learned, and encouraging them to reach their full potential. Ironically, although Crasta enjoys puzzles, he doesn’t consider himself an expert puzzle constructor. Instead, he’s thrilled to be surrounded by master puzzlers, gravitating toward innovators, risk takers, and those moving the games industry forward. “A common misconception is that you have to be really great at playing games to design games,” said Crasta. “But that’s not quite true. I’m here to create unforgettable experiences for game players and that’s my unique skillset.

Many aspiring journalists, photographers, and editors closely follow the Associated Press (AP), and graduates often have their eye on the organization when applying for full-time jobs. Thanks to alumni connections, seven photojournalism students can add a publication on AP’s news wire to their resume before they graduate. As part of an advanced non-fiction multimedia course taught by Associate Professor Meredith Davenport, students spent much of their spring semester researching and pitching story ideas to journalists on AP’s climate and environment news team. During a four-day workshop on campus, eight AP journalists traveled to Rochester to work with the students and help them produce their stories. If the guidance from AP staff members wasn’t enough to make the opportunity memorable, the cherry on top for the students was that each of their stories would be published on AP’s news wire. The value of this opportunity was not lost on Caitlyn Daproza, a third-year photographic and imaging arts – photojournalism option major. In addition to the high-profile placement of her work, she said the workshop experience, and the immediate feedback she received, helped her make the most of each moment when reporting and enhanced her skills as a storyteller. Daproza pursued a story about the decline in United States Department of Agriculture (USDA) organically certified acreage, how climate change is affecting these farmers, and how they’re using sustainable practices to mitigate these issues. “I had little knowledge about my topic, but I had the benefit of working with two editors who mainly work on climate stories. They had a lot more information from working on their other stories, so the questions they were asking were well-informed,” said Daproza. “Seeing that really sparked my interest and got me more excited about finding new threads of the story to tell.”  Davenport explained that, typically, photography instructors can’t work out in the field with students, and they are usually given feedback after the assignment is complete. Working alongside the staff from AP exposed them to new ideas and approaches to storytelling. “These journalists work with one of the largest news organizations in the world. Having them out in the field with students, coaching them on site, is a very valuable learning experience,” said Davenport. ‌ Carlos Ortiz Caitlyn Daproza, right, conducts a phone interview with AP Reporter Patrick Whittle, left, and AP Photo Editor Alyssa Goodman, center, during the 4-day workshop on campus. She added, “The AP photographers, editors, and writers were so sensitive, thoughtful, and supportive when working with the students. You could tell that they really loved working with them and watching them learn.” In early 2024, Evan Vucci ’00 (professional photographic illustration), a chief photographer for AP, introduced some of RIT’s photojournalism faculty members to Alyssa Goodman, photo editor for AP. The organization was looking to lead a climate storytelling training experience that involved students, according to Jenn Poggi, associate professor and director of the undergraduate photojournalism program. AP had previously conducted training experiences like this with established journalists, but this would be the organization’s first time working with students in this capacity. Jenn Poggi said it was exciting to hear that AP wanted to explore this training model with RIT students. It offered the exact type of experiential learning opportunity that photojournalism faculty members seek to provide for students. “Hands-on learning resonates in a different way. It can build the students' confidence in the skills they already have, as well as show them how much more they are capable of—often more than they might have previously believed,” said Poggi. Peter Prengaman, global climate and environment news director, believes it is vitally important that young journalists are prepared to cover climate change at a high level. The collaboration with RIT was a great opportunity to give students exposure to the often-intimidating topic. “At this point in my career it’s important to me to give back and help the next generation of journalists. I’ve most enjoyed getting to know the students and seeing how they approach stories,” he said. “A workshop like this is intense. They have all thrown themselves into the work, showing creativity, grit, and flexibility that will serve them well once they graduate and start working.” Third-year photographic and imaging arts – photojournalism option major Natasha Kaiser did her best to absorb every ounce of knowledge she could while working alongside her well-seasoned mentors. She pursued an article that explored how vineyards in the Finger Lakes region have been impacted by climate change and other non-climate-related issues, and what steps the owners take to circumnavigate them. “Working with staff from a high-end newsroom like AP was truly life changing. It changed my perspective on what it’s like to work with top names in the industry, and it showed me that it’s not that scary or unattainable,” said Kaiser, from San Antonio, Texas. “Being given an opportunity is one thing. It's what you do with it that really is going to change the way you think and the way you produce content.” Kaiser’s story was the first student article published by AP. The remaining student stories are set to be published once per week on AP’s website until they’ve all been shared.

Read the story at rit.edu/news/immersive-technologies-virtually-endless-possibilities.