Please join us on Friday, November 14th from 12:30 PM to 1:30 PM for the in-person ISP Forum in SENSQ 5317. Lunch and refreshments will be provided, starting at noon. We will be featuring two ISP Student speakers, Zhengbo Zhou and Arun Balajiee Lekshmi Narayanan.

Zhengbo Zhou Presentation Information:

Title: Efficient State Space Modeling of Irregular Longitudinal Mammograms for Cancer Risk Prediction

Abstract: Accurately predicting breast cancer risk from longitudinal screening mammograms is challenging because the data comprise high resolution images acquired at irregular time intervals. Existing approaches either compress spatial detail into per visit vectors or adopt video architectures that are computationally heavy and assume uniform sampling, leaving crucial spatio temporal cues under exploited. We address this gap with a novel state space model designed for irregular longitudinal medical imaging. Evaluated Please join us on Friday, November 14th from 12:30 PM to 1:30 PM for the in-person ISP Forum in SENSQ 5317. Lunch and refreshments will be provided, starting at noon. We will be featuring two ISP Student speakers, Zhengbo Zhou and Arun Balajiee Lekshmi Narayanan.

Bio: Zhengbo is a PhD student in medical image analysis under Prof. Shandong Wu. My research focuses on vision–language models and longitudinal imaging, with an emphasis on breast cancer applications.

Arun Balajiee Lekshmi Narayanan Presentation Information:

Title: Can Motivated Students Do More Activities?

Abstract: The “Doer Effect” is the empirical phenomenon observed as a stronger correlational relationship between students who complete more activities and their course learning outcomes compared to those who complete fewer activities or watch fewer videos. In this paper, we extended prior evidence of a “Doer Effect” to investigate how doing more can be related not only to better learning outcomes but also to motivational ones. Specifically, we investigated persistence as the student’s willingness to continue working on course activities. We used secondary analyses of data from MOOC that taught Advanced Placement (AP) Introductory Java Programming to high school students using the digital textbook platform RuneStone. Although we failed to identify a doer effect in learning outcomes, our analyses do suggest that completing more activities is related to longer persistence in the course than reading more pages or watching more videos. This effect does not appear to be limited to highly motivated students.