How the Lack of Sleep Affects the Academic Performance of College Students

This poster explores the relationship between sleep quality and academic performance among college students, addressing the widespread belief that insufficient sleep negatively impacts GPA. Using data from the 2021 Pioneer Student Health and Well-being Survey, we conducted a cross-sectional observational analysis of 211 students aged 18–40. Sleep quality was measured using the Groningen Sleep Quality Scale, and academic performance was assessed by self-reported GPA. Results revealed a very weak negative correlation (r = –0.064) between sleep quality and GPA, with a p-value of 0.355, indicating no statistically significant relationship. These findings challenge previous literature suggesting a direct link between poor sleep and diminished academic performance. While sleep remains essential for overall health and cognitive function, our results suggest that factors such as study habits, course load, and coping strategies may play more critical roles in academic success. Future research should consider longitudinal methods and objective sleep tracking to explore these dynamics further

Building Collective Teacher Efficacy for Student Engagement: A Rural School-based Approach to Mental Health Promotion

This Improvement Science Dissertation in Practice (ISDiP) examines how rural Wisconsin educators’ perspectives and confidence evolve in recognizing their role in fostering student engagement as a means of supporting student mental health and well-being. The study was prompted by stalled implementation of comprehensive school mental health systems (CSMHS) in rural districts, where systemic barriers, such as limited mental health literacy, absence of collective teacher efficacy (CTE), and undeveloped ownership among educators, prevented sustainable change. This study sought to address these challenges by embedding mental health promotion within instructional reform, positioning student engagement as the bridge between these two traditionally siloed initiatives. Using a participatory action research design, this study implemented structured professional learning experiences that focused on the facilitation of goal consensus, embedded reflective practices, empowered educators, and cohesive instructional knowledge specific to the construct of student engagement. A mixed-methods approach was used to assess shifts in CTE levels and monitor educator and administrator perceptions throughout the intervention. Quantitative results demonstrated that educators were receptive to and capable of developing high CTE for engagement as a mental health promotion capability. However, CTE alone was insufficient to drive sustained implementation. Findings revealed that efficacy plateaued when educators transitioned from theoretical learning to classroom application, highlighting the need for systemic reinforcement, leadership support, and collaborative professional learning structures. Qualitative data further reinforced that engagement-centered instruction naturally cultivates conditions that promote student well-being, aligning with the dual-factor model of mental health. Educators who prioritized engagement unknowingly embedded a heuristic known as PERMA – Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment – into their classrooms, suggesting that effective mental health promotion is already occurring in classrooms that emphasize student engagement. The challenge lies in making this connection explicit for educators and further equipping them with accessible and realistic tools to reinforce engagement and well-being with intentionality. The study provides a scalable, evidence-based framework for integrating student mental health promotion within instructional priorities. Rather than positioning mental health as an additional burden for educators, this approach reframes engagement as both an instructional and well-being strategy. Ultimately, the results of this study offer a practical, accessible, and immediately implementable model for advancing engagement-driven mental health promotion in rural schools

Phonological Variation & Dialectal Origins: A Study of Irish Gaeltacht and American English Dialects

While studying abroad in Dingle, Ireland, I took a social and cultural linguistics class that sparked my interest in how dialects differ—especially between Irish Gaelic in the Gaeltacht regions and various American English dialects. This project explores how these dialects have developed their unique phonological features over time, and the historical and social factors that helped shape them. As a future speech-language pathologist, I wanted to understand why recognizing these differences matters in clinical settings. Too often, dialectal variations are mistaken for speech disorders. My research emphasizes the importance of cultural and linguistic awareness in SLP work, and how we can better advocate for clients

Object Detection and Avoidance System using Velodyne 3D LiDAR and MATLAB

This project aims to design a system that has the ability to detect objects that could interfere with a drone that is in the process of landing. The implementation of this system includes the use of a 3D Velodyne LiDAR Puck VLP-16, MATLAB, and an Arduino Uno. The system outputs a green light once the program determines it is safe to land and a red light when an object is detected, thus determining it is not safe to land. This project is a continuation and evolution of a past system that used a 2D LiDAR with a tilting mechanism. Current outcomes include running a MATLAB program to receive two values: whether an object is detected, and the distance of that object from the LiDAR. These values are then sent to an Arduino Uno to be displayed to the user through an LCD display. The LiDAR sends UDP packets through the Ethernet port to the computer. These UDP points make up the point clouds (PCs) that the MATLAB code reads. Overall, this abstract seeks to provide a comprehensive understanding of building object detection for a drone with a 3D LiDAR sensor