Students Projects in Fall 2025
Project 1: Voter alignment shifts in the 2020 and 2024 Presidential Elections*
Authors: Sarah McPhetridge (Studio Art), Devyn Battistoni (Psychology), Brianna Salazar (Economics), Ava Hopson (Advertising)
Abstract: This study examines shifts in voter alignment in the 2020 and 2024 U.S. presidential elections, focusing on how demographic, economic, and ideological factors shape partisan outcomes in key swing states. Using county-level data, we analyze patterns in age, racial composition, gender, and employment to identify trends across the two election cycles. Results show age remains a strong predictor, with older counties leaning Republican and younger counties leaning Democratic. Racial divides persist: White voters favor Republicans, while Black voters strongly support Democrats. Economic conditions also correlate with alignment, as higher-employment counties tend to vote Republican. These patterns illustrate how demographics and economic factors drive evolving electoral dynamics.
* This project has been accepted for presentation at the National College Honors Council (NCHC) Annual Conference 2026.
Project 2: Generative AI in the College Classroom
Authors: Abbie Galipeau (English), Myalin Lawrence (Psychology), Julia Spalding (Graphic Design), Ella Weinmann (Environmental Studies)
Abstract: As Generative AI (GenAI) rapidly evolves, Suffolk University’s College of Arts and Sciences (CAS) must consider how to integrate it into undergraduate education. Currently, CAS has no unified policy, leaving instructors to set their own guidelines. This study surveys CAS students and interviews faculty to assess GenAI use and attitudes. Most students report minimal use, citing environmental concerns and doubts about accuracy, while faculty responses are generally more accepting. Across departments, students and faculty tend to share similar views. Findings suggest that GenAI integration is likely inevitable and should be guided by department-level baseline policies supplemented by instructor-specific guidelines.
Project 3: Comparing the impacts of modern work models on employee satisfaction: Analysis of WFH and In-Person*
Authors: Reagan O’Leary (Criminal Justice), Lily Sargalski (Environmental Studies), Olivia Viti (Criminal Justice), Nadia Trueworthy (Psychology)
Abstract: This study examines how work-from-home (WFH) and in-person work models affect employee satisfaction, productivity, and overall workplace experience. Survey data from 60 U.S. professionals (34 in-person, 26 WFH) assessed communication, productivity, time management, well-being, work–life balance, and financial impact. Results, compared with Bureau of Labor Statistics trends and existing research, show consistently higher satisfaction among WFH employees, especially in productivity, communication, and management. In-person workers reported more dissatisfaction, particularly with work–life balance and financial savings. These findings align with national patterns and offer guidance for organizations seeking to enhance productivity, employee satisfaction, and retention in the post-pandemic workplace.
* This project has been accepted for presentation at the National College Honors Council (NCHC) Annual Conference 2026.
Project 4: Screen-time Exposure and Cognitive Development in Young Children
Authors: Maggie Blaisdell (Advertising), Sasha Helfgott-Waters (Psychology), Juliette Ludka (Philosophy Politics and Economics), Lindsay Normand (Journalism)
Abstract: This paper investigates how early childhood exposure to media and technology (MeTs) affects cognitive development in children ages 0–5. As digital tools become more common at home and in classrooms, concerns about their developmental impact have grown. Drawing on 45 peer-reviewed studies published in the past 20 years, this review identifies patterns in cognitive outcomes, categorized as positive, negative, or mixed. Findings support a conditional model: MeTs can either support or hinder development depending on content, context, and duration of use. The paper offers guidelines to help parents and educators make informed decisions about young children’s digital engagement.