How to Submit your Scholars Week Abstracts
All Baylor undergraduate researchers from any discipline are invited to submit an Abstract for Scholars Week.
The submission will require the following information:
- Student researchers: Name, Baylor e-mail, Baylor ID, and classification.
- One student should be designated as the 1st author.
- This student will submit the Abstract.
- This student will enter the names of all other students that are presenting or authors and is responsible for communicating with the team.
- Mentor(s): Name, e-mail, and Department
- Please choose 1 faculty member to designate as your main mentor.
- This faculty mentor will receive an e-mail to approve your submission.
- If there are additional mentors, please add their information to the Abstract
- Project: Team or Individual
- A faculty-mentored Team Project
- A class project
- An individual project.
- Project type: Poster or Oral (Platform) Presentation
- Presentation in a Foreign Language: Yes/Language or No
- Is this a Global Engagement Project?
- Is this project part of the Women's and Gender Studies panel?
- Abstract (250-300 words)
Abstracts should be submitted using the Abstract Submission Form.
Only one student (1st Author) per project should submit the Abstract in the following format:
Example:
Title: This is an Example Used for the Scholars Week Abstract
Presenting Author(s): Aaron Ridinger, Courtney Green, Alex Brown, and Joseph Jones
Additional Author(s): None
Mentor(s): Dr. Deborah Hilton and Dr. Susan Ware
Department: Department of Educational Technology
The increasing prevalence of digital learning platforms has transformed the educational landscape, offering new opportunities for student engagement and personalized learning. This study aims to investigate the impact of digital learning tools on student outcomes in higher education, specifically evaluating their effectiveness in improving academic performance and engagement. A mixed-methods approach was employed, involving a quasi-experimental design with two groups: one using traditional learning methods and the other using digital learning platforms. Data on student grades, attendance, and participation were collected over a semester, and focus group interviews with students and faculty provided insights into their experiences and perceptions. Statistical analysis compared the performance of the two groups, while thematic analysis interpreted the qualitative data. The findings indicate that digital learning platforms can significantly enhance student academic performance and engagement, with students using these tools demonstrating higher grades, increased participation, and better retention of course material compared to those using traditional methods. Both students and faculty perceived digital learning tools as beneficial for creating a more interactive and personalized learning experience, suggesting that integrating these platforms into higher education can be a valuable strategy for improving student outcomes.