About me
Oral Presentation Abstracts Session #8
1:50 to 2:10 p.m. Friday, September 5, 2025
Location: SUB Top Floor Rooms
These abstracts were published unedited to reflect the author’s original submission
Alexander, Summer - Major: Psychology and African American Studies , Loyola Marymout University
Mentor: Dr. Josette Banks, Clinical Assistant Professor of Psychology, Department of Psychological Science
Oral Presentation Session #8, Room: Acoma B
Title: Feelings on the Field: the relationship between emotions and sports performance
Abstract: The International Olympic Committee (IOC) has identified 11 mental health symptoms and disorders significantly prevalent in athletes of collegiate and professional levels such as major depression/depression symptoms, anxiety, eating disorders, and sleep disorders (Reardon et al., 2019). Yet significant disparities in understanding and treatment persist, particularly for marginalized communities. Despite a general prevalence of mental illness symptoms across demographics, Black athletes face unique barriers to care, including pervasive stigma of mental illness, historical distrust of medical and mental health professionals and institutions, and a critical lack of culturally competent support. This is exacerbated by a scarcity of targeted research, especially regarding Black athletes' own perceptions of their mental well-being in relation to their athletic lives. Furthermore, the sports environment can introduce unique stressors, such as stereotype threats, which may profoundly impact the psychological well-being and performance of Black collegiate athletes. With this foundation, a mixed-methods study is proposed to examine the correlation between negative psychological symptoms (depression and anxiety), exposure to stereotype threat, and athletic performance among Black collegiate athletes. Ultimately, this inquiry aims to bridge critical research gaps, foster a deeper understanding of mental health in this population, and promote more equitable and supportive environments within collegiate athletics for Black athletes and other marginalized groups.
Arevalo-Pio, Ahtziri - Major: Human Development , Psychology, & Leadership, Washington State University
Mentor: Dr. Holly Whittenburg, Assistant Professor, College of Education
Oral Presentation Session #8, Room: Santa Ana B
Title: Investigating the Experiences of Autistic Students and Families During the Transition from High School to Adulthood in Low-Income Families and Marginalized Communities
Abstract: Current studies indicate that autistic students face various challenges when transitioning from high school to adulthood, including limited services, lack of coordination between schools and adult agencies, and limited opportunities to develop the skills needed for employment and postsecondary education. However, research that explores the experiences of autistic students and families from low-income households during this critical period is missing. To explore these experiences, I will examine what support or resources made the biggest difference according to autistic students and their families, barriers faced by low-income families trying to access services for their autistic student, and what low-income families face while they support their autistic student transition from high school to adulthood. In this research, I will investigate the experiences of these students and families. My focus will be on interviewing autistic high school students and families from low-income households about the support and barriers they experienced during the transition from school to adult life. In my presentation, I will include comprehensive information on my study design, including research questions, recruitment procedures, questionnaire development, data collection procedures, and data analysis procedures. I will also share the draft interview questionnaire I am developing for this project. Examining the experiences of these students and their families can allow us to better support these students by highlighting the interventions and resources needed to decrease challenges and increase supportive approaches. Having insight into the experiences of these students will lead us to evidence-based practices, interventions, and strategies to help students be successful in high school and after graduation.
Banjo, Mobosola - Major: Philosophy, University of North Carolina Greensboro
Mentor: Gia Cotturi Sorenson, Ex Assistant Director for Written Communication/ Program Head of Videogaming and Esports Studies concentration, Department of Liberal and Interdisciplinary Studies, B.A. Videogaming and Esports Studies Concentration
Oral Presentation Session #8, Room: Fiesta B
Title: Why Words Wins Cases
Abstract: In the legal field, words are more than tools of communication—they are instruments of persuasion, interpretation, and justice. This article examines the pivotal role that language plays in the courtroom and beyond, exploring how the careful choice, framing, and delivery of words can shape legal arguments, influence judges and juries, and ultimately determine the outcome of cases. Drawing on rhetorical theory, real-world case studies, and the practical demands of advocacy, the discussion highlights the interplay between precision and persuasion, demonstrating that a lawyer’s success often hinges as much on verbal mastery as on the strength of the facts. The article argues that effective legal communication requires not only knowledge of the law but also the ability to translate complex ideas into compelling narratives that resonate with diverse audiences. By unpacking the strategies and techniques behind winning arguments, it underscores a timeless truth: in law, the right words can be as decisive as the law itself.
Barajas, Sofia - Major: Marine Science, California State University, Monterey Bay
Mentor: Dr. Cheryl Logan, Professor , Department of Marine Science
Oral Presentation Session #8, Room: Acoma A
Title: Exploring interannual variations in adult alewife (Alosa pseudoharengus) energy condition as a proxy for changing environmental and feeding conditions in the Gulf of Maine
Abstract: As ocean temperatures rise due to climate change, the Gulf of Maine has experienced particularly rapid warming, averaging an increase of 0.4℃ per decade over the past 30 years. This shift has altered marine ecosystems and reduced the availability of high-energy prey such as Calanus finmarchicus, a key food source for pelagic forage fish like the anadromous alewife (Alosa pseudoharengus). Because alewives spend most of their adult lives feeding in the Gulf of Maine before returning to freshwater to spawn, their energy condition may reflect broader environmental and ecological changes in the region. This study uses archived specimens collected through the Casco Bay Aquatic Systems Survey (CBASS) to explore interannual and ontogenetic variation in alewife energy condition from 2014 to 2025. Thawed alewives were dissected to collect internal organs. Metrics such as dry weight percentage, Fulton’s condition factor, and somatic indices (liver and gonad) will be assessed as proxies for energy density and feeding success. These condition metrics will be compared across years and related to Gulf of Maine sea surface temperature anomalies and C. finmarchicus abundance where available. We hypothesize that larger individuals will exhibit higher energy condition and that fish from earlier, cooler years will have higher energy reserves than those from more recent, warmer years. Results from this study will contribute to our understanding of how climate-driven changes in marine food webs influence forage fish condition and may support the use of alewife as a sentinel species for monitoring ecosystem change in the Gulf of Maine.
Corona, Laisha - Major: Biologu, Laisha Ruby Corona
Mentor: Dr. Paulette Vincent Ruz, Assistant Professor, Deparment of Chemistry Education
Oral Presentation Session #8, Room: Trailblazer/Spirit
Title: Translanguaging in Stem education
Abstract: Translanguaging—the practice of fluidly using multiple languages in a single learning space—offers a powerful lens for rethinking equity in STEM education. At Hispanic-Serving Institutions, many students enter classrooms as bilingual or multilingual learners, carrying cultural and linguistic strengths that are often overlooked in traditional “English-only” teaching environments. This project examines how translanguaging emerges in a General Chemistry I course at a Hispanic-Serving Institution and how it supports student learning, confidence, and identity within STEM.
Through a mixed-methods approach that includes surveys, classroom observations, and student reflections, this study highlights the ways students naturally shift between English and Spanish to process difficult chemistry concepts, explain ideas to peers, and navigate scientific language. Early findings show that translanguaging is not a barrier but a bridge—allowing students to engage more deeply with content, draw from their lived experiences, and create stronger peer-to-peer connections. Importantly, the research challenges deficit perspectives that equate bilingualism with lack of preparedness, instead framing language diversity as a critical resource for student success.
By centering student voices, this project underscores how translanguaging can reshape the classroom into a space where students feel empowered to bring their full selves into STEM learning. Rather than lowering academic standards, translanguaging practices expand access, strengthen comprehension, and foster belonging in fields that too often feel exclusionary. Ultimately, this research highlights the need for inclusive teaching practices that recognize language as an asset and affirm the identities of bilingual students pursuing STEM careers.
Davis, Arriona - Major: Cognitive Neuroscience, Harding University
Mentor: Dr. Jaime Murphy, Associate Professor of Chemistry, Department of Chemistry and Biochemistry
Oral Presentation Session #8, Room: Lobo B
Title: Using Deoxyribose Assay to Measure Antioxidant Capabilities of Methionine
Abstract: Oxidative stress, caused by an imbalance between reactive oxygen species (ROS) and antioxidant defenses, plays a critical role in the development of numerous diseases including cancer, neurodegenerative disorders, and cardiovascular conditions. Among the ROS, the hydroxyl radical (•OH) is considered one of the most reactive and damaging species. Antioxidants neutralize ROS and help maintain cellular integrity, but not all antioxidants target hydroxyl radicals effectively. Methionine, a sulfur-containing amino acid, has shown potential antioxidant properties due to its ability to react with and scavenge ROS. This project aims to evaluate the antioxidant effectiveness of methionine specifically against hydroxyl radicals using the deoxyribose assay, an in vitro method that utilizes the Fenton reaction to generate hydroxyl radicals and detect oxidative damage. Through this assay, the effectiveness of methionine to inhibit hydroxyl radical induced degradation of deoxyribose will be assessed when compared to glycine and other antioxidants that have been tested using the deoxyribose assay. The findings from this study will contribute to the growing body of research on sulfur-based antioxidants and their effectiveness.
Gomez, Gema - Major: Agricultural Plant and Soil Science, University of Minnesota
Mentor: Julie Grossman, Professor, Department of Horticulture Science
Oral Presentation Session #8, Room: Isleta
Title: Improving Soil Health in High Tunnels: The Role of Legume Cover Crops and Rhizobia Inoculation
Abstract: High tunnels (HTs) are increasingly used by Minnesota farmers to increase crop productivity, protect against extreme weather, and extend growing seasons. These structures create a unique microclimate which varies in temperature, humidity, and soil moisture compared to open-field environments. To monitor these conditions, we used temperature data loggers inside and outside the HTs to track soil and air temperature fluctuations. Limited rainfall in HTs can lead to nutrient buildup from manure fertilizer use. A potential alternative to manure fertilizer is legume cover crops (CC), which fix nitrogen and enhance soil fertility, allowing for reduced fertilizer use. To compare legume CC on N availability, we collected soil from Grand Rapids, Minnesota HT with two legume CC: hairy vetch (Vicia villosa) and austrian winter pea (Pisum sativum subsp. arvense), then measured Potentially Mineralized Nitrogen to assess soil quality. To further explore nitrogen fixation potential, we evaluated the effects of rhizobia inoculants on two additional legume CCs: crimson clover (Trifolium incarnatum) and field pea (Pisum sativum) in an open field by measuring nodulation and plant biomass. These experiments contribute to understanding of how legume CC can be integrated into HT systems to improve soil fertility and sustainable nutrient management.
Jordan, Alani - Major: Data Science, Mathematics, University of Arizona
Mentor: Dr. Doug Haessig, Associate Professor, Mathematics
Oral Presentation Session #8, Room: Lobo A
Title: Counting Closed Paths Using the Ihara Zeta Function
Abstract: The Ihara Zeta function was developed in the 1960s by mathematician Yasutaka Ihara on algebraic groups, but mathematicians such as Ki-ichiro Hashimoto began to consider the Ihara Zeta Function within the context of graphs. More specifically, it can be used to count the number of closed paths on a graph. In graphs with two or more cycles, there are an infinite number of closed paths. However, there is a finite number of paths with a length equal to a specified nonnegative integer, n. Using the Ihara-Bass Theorem, we can easily calculate the Taylor series expansion of the Ihara Zeta function. The coefficients of the Taylor series expansion of the Ihara-Bass Theorem are equivalent to the number of closed paths of length n.
Morel, Mariely - Major: Forensic Psychology, John Jay College of Criminal Justice
Mentor: Dr. Deborah Koetzle, Professor, Department of Criminal Justice
Oral Presentation Session #8, Room: Fiesta A
Title: What Works For Me? Participant Perceptions and Experiences of Substance Use Treatment in a Drug Court Setting
Abstract: Since 1989, drug courts have emerged as a widely adopted alternative to incarceration for individuals with substance use disorders. While many studies have examined the structure and effectiveness of drug court models, less attention has been given to participants’ perspectives on treatment, particularly the obstacles that they face and their recommendations for improvement. This study addresses the gap by asking: How do drug court participants perceive the adequacy of the substance use treatment they receive, and what changes do they believe would enhance their recovery outcomes? Drawing on focus group interviews with participants in outpatient drug court treatment, this study explores perceived barriers and suggestions for program improvement. Findings highlight participants’ experiences with group and individual counseling, treatment activities, access to services, and planning for post-program success. By centering participant voices, this study aims to inform more responsive and effective drug court treatment practices within the criminal justice system.
Sanchez Hernandez, Jason - Major: Economics, University of New Mexico
Mentor: Dr. Xiaoyang Wang, Assistant Professor, Department of Economics
Oral Presentation Session #8, Room: Luminaria
Title: New Mexico's Crude Oil: A Tax Burden Analysis
Abstract: Resource Curse describes how states dependent on natural resources for their revenue underperform on standard economic measures, largely due to the volatile nature of commodity prices. New Mexico is at risk, as its state budget heavily depends on the oil and gas industry. Lawmakers are increasingly concerned about revenue instability from price fluctuations in the industry. This research focuses on identifying a taxation policy that minimizes impact from price volatility and stabilizes revenue for the state budget. Drawing on past research in applied tax analysis and development economics, this study evaluates multiple production-based tax structures. Using 20 years (2004-2024) of oil price and production data from the U.S. Energy Information Administration, a time series analysis will be conducted to model and compare policy outcomes. Findings will be used to inform of potential tax strategies the state can implement to stabilize revenue and ensure consistent funding of public services.
Vork, Jasmine - Major: Psychology, University of Northern Colorado
Mentor: Dr. Nancy Karlin, Professor, Department of Psychology
Oral Presentation Session #8, Room: Santa Ana A
Title: How do human and AI-generated feedback differ in their effects on self-efficacy and motivation?
Abstract: As artificial intelligence (AI) becomes increasingly integrated into everyday life, its influence on learning environments warrants close examination. While AI has traditionally been used to automate tasks in professional settings, a growing area of interest is its role in providing performance feedback. Human feedback has been shown to enhance learner motivation and self-efficacy, particularly through mechanisms such as verbal persuasion and the reinforcement of competence (Burgers et al., 2015; Dimotakis et al., 2017; Martinez et al., 2024). However, it remains unclear whether AI-generated feedback elicits similar effects. This study aims to explore how perceptions of AI feedback compare to perceptions of human feedback in their influence on motivation and self-efficacy. The guiding research questions are: (1) How do human and AI-generated feedback differ in their effects on self-efficacy? and (2) How do they differ in their effects on motivation? Grounded in Bandura’s theory of self-efficacy and Deci and Ryan’s self-determination theory, this research addresses a significant gap in the literature regarding AI’s effectiveness as a feedback source in educational settings. A quantitative, between-subjects experimental design will be used, involving college student participants who will receive identical feedback framed as either human- or AI-generated. Findings from this study may inform the use of human response versus AI tools within the area of educational feedback and contribute to our understanding of feedback on learning in the digital age.
