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Collection of BCBP400's COVID Communications Projects

Updated: 3 days ago

Here is a compilation of the BCBP400 course's response to coronavirus, featuring student-created resources that you can learn from and share with loved ones. Read more about this project here.


Letter Templates:

Kyle Jones ‘21

Project Inspiration: “I have always been fond of written communication because of the control that writing gives the reader in shaping the experience of communication. In other media, like speech or video, the speed at which information is delivered is fixed by the creator. By contrast, a reader can read as fast or slow as they like, can skip ahead, or go backwards. Thus, authors must display particular concern for how their words will shape the decisions the reader makes in going through the text. I enjoy working on using precise word choice and strong organization to keep a reader's attention.


Chris DaVeiga ‘20

Project Inspiration: “My inspiration was my father. Each day I would watch him get up and look at the news. Each day, new numbers are presented about the pandemic: eg. total deaths, total deaths in MA, total number of cases, percent of positive test results, and so on. After about a week, I realized that these numbers are just flashed on the screen and no context is given (besides the occasional graph). Because my father’s main source of information is the daily news, he did not fully understand the meaning of these numbers (especially when local news is focused on the greater Boston area). I realized that there was a lack of resources for visual learners and those who might have a hard time accessing the written word. For my project, I looked to address this need by compiling a list of resources that rely heavily on visual information to provide context to the numbers that are driving the COVID-19 pandemic. My goal is to have everyone come to an understanding of the severity of this pandemic and the reason why social distancing efforts have been implemented.”


Articles/Databases:

Ruth Mosunmade ‘20

Intended Audience: High School students that have a general STEM mind, but do not have too much of the background yet. They are still learning about transcription and translation, etc.

Scott Song ‘21

Intended Audience: This article is designed to inform a non-STEM audience.


Donna Roscoe ‘21

Intended Audience: The intended audience for this database is both a general, non-STEM audience, as well as the STEM audience that may assist in adding to the collection.


Visual Resources:

Lauryn Aliwalas ‘21

Project Inspiration: “For many of my STEM classes, I watched a lot of Youtube, like Armando Hasudungan's immunology videos, to help me study and learn the material better. I was inspired by the infographic and hand-drawn format of those videos, which also corresponded with the straightforward style in which I wanted to present the information.”


Amila Semic ‘20


Hill Yin ‘21

Project Inspiration: “I was most inspired by the “SARS-CoV-2 by the Numbers” article by Rob Philips and others. The paper has an infographic page in the beginning, which my poster took a couple of charts from, and I really liked the way this article was structured with quick and simple facts about the virus and its readability. So, I think it would be a good idea to create something similar that also introduces some history of zoonotic infections and possible resolutions for COVID-19.”


Nathaniel Johnson ‘20



Presentations:

Amanda Lopez ‘20


Nejc Nagelj ‘21

Project Inspiration: “Many structural images of the COVID-19 virus' proteins have been released in such a short time period since the beginning of the pandemic and have aided in drug development efforts and in our understanding of the underlying mechanisms. I wanted to use these structures and some magnificent already existent infographics to demystify the insides and the building blocks of the virus and the processes that go on inside.”

Ava Simoncelli ‘20

Project Inspiration: My inspiration was just my friends and family who are doing everything they can to stay safe and keep others safe.


Matthew Yarnall ‘20


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