How to Submit your Baylor ECS Summit Abstract
All Baylor ECS undergraduate and graduate researchers are invited to submit an Abstract for Baylor ECS Summit. Entries from outside Central Texas high schools and two-year colleges are also welcome.
THE ABSTRACT SUBMISSION FORM IS OPEN FROM FEBRUARY 12 to MARCH 30, 2026 (or until all available spots are filled).
(This form will open February 12 and close March 30. You will be contacted via email if your abstract is approved. If approved, the final file for your poster is due on April 6 if you want ECS to print it for you. Otherwise, you are responsible for printing your own poster. Backer boards and easels will be provided).
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 one 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
- Abstract (250-300 words)
Only one student (1st Author) per project should submit the Abstract in the following format:
Example:
Title: This is an Example Used for the Baylor ECS Summit
Presenting Author(s): Adam Henderson, Chris Brown, Tina Ham, and Mary Plimpton
Additional Author(s): None
Mentor(s): Dr. Samantha Craig and Dr. Ted Smith
School/College/University: Baylor University School of Engineering & Computer Science
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.