Abstract
The technical capstone summarized in the following pages focuses on developing a specific, rapid urine-based test for at-home preeclampsia (PE) risk screening. PE is a hypertensive disorder of pregnancy that typically arises after 20 weeks of gestation, with symptoms that mimic those of other diseases, making PE difficult to diagnose (American College of Obstetricians and Gynecologists, 2020; Burns et al., 2024). While there is a blood test that detects specific biomarkers associated with PE progression, blood tests are invasive, require specialized laboratory equipment and personnel, and can have long turnaround times for results (Atluri et al., 2023; B·R·A·H·M·S Lab Solutions: Preeclampsia Management | Thermo Fisher Scientific - US, 2025). Urine tests alleviate many of the complications of blood tests; therefore, a urine test that detects one or more of the aforementioned biomarkers would be more accessible to women (Sequeira-Antunes & Ferreira, 2023; Tang et al., 2016). A computational model simulating the detection of biomarkers was developed to confirm that urinary concentrations associated with PE are detectable and can be used for screening purposes. Results from future work will ideally be able to better inform women of their likelihood of developing PE, and encourage them to seek timely prenatal care.
The Science, Technology, and Society (STS) research paper included in this portfolio discusses the impact of the traditional grading system on student learning outcomes and mental health. Traditional letter grades have been shown to increase competitive attitudes among students and raise stress levels, despite being originally intended to increase motivation and provide feedback for students (Cain et al., 2022; Edwards & Edwards, 1999). To determine how grades have affected students at the University of Virginia (UVA), 12 undergraduates across varying years and majors were interviewed, and Actor Network Theory was used to analyze responses. From these interviews, it was determined that UVA students view grades as their primary means of connection to the professional world and opportunities after college. However, the majority of students did not think grades were truly reflective of their knowledge and expressed frustrations with the letter system. Interestingly, students also found flaws with alternative grading systems, often more so than the traditional system, and most interviewees preferred the latter. Based on student opinion, it can be inferred from this study that grading systems, both traditional and alternative, need to place more of an emphasis on the process of learning and shift away from expectations of perfection.
