This study examined the feasibility and count-level agreement of artificial intelligence (AI)-assisted SALT coding for Spanish narrative language samples from Spanish-English dual language learners. Four de-identified Spanish narrative transcripts were used in this study. The transcripts came from two Spanish-English bilingual children who were 5;3 and 5;8 years old. Each child completed two tasks: a wordless book retell and a short video retell. The SALT coding completed by ChatGPT Pro Extended and Claude Cowork Opus 4.8 Max was compared with coding completed by a SALT coding experienced bilingual speech-language pathologist. A count-level method-comparison analysis was used to compare the number and type of SALT codes identified by each AI system with the codes identified by the SALT coding experienced bilingual speech-language pathologist. The experience SLP coded 368 total SALT codes. ChatGPT coded 437 total codes, and Claude coded 370 total codes. Both AI systems had similar overall agreement with the experience SLP. ChatGPT and Claude both had an F1 score of 80.5%. ChatGPT found more possible codes than Claude, but this also means it may have over-coded more often. Claude was more conservative and was closer to the expert SLP’s total number of codes. The AI systems did better with Spanish verb root identification and reflexive pronoun coding. They had more difficulty with MC-unit fragment codes, omissions, mazes, utterance-level errors, and word-level error codes. These results suggest that AI may be helpful for supporting SALT coding, but an expert SLP is still needed to check and correct the coding before it is used for research or clinical work. This findings suggest that AI tools may help speech-language pathologists save time, identify possible missed SALT codes, and support more efficient bilingual language sample analysis when used with review from a SALT coding experienced bilingual speech-language pathologist.

Women living with HIV often experience physical, mental, and social challenges that can affect their overall health and quality of life. Physical activity has been shown to improve health outcomes; however, less is known about the design and efficacy of interventions tailored to this population. This summer research project involves contributing to a scoping review on physical activity interventions for women living with HIV, with a primary focus on learning and applying systematic review methods. The purpose of this presentation is to describe the process of conducting a scoping review from the perspective of an undergraduate researcher. Using established scoping review guidelines, I participated in developing search strategies, selecting databases, and refining key terms related to women, HIV, and different types of physical activities. I then worked with my lab team to screen abstracts and full-text articles using specific inclusion and exclusion criteria to determine relevance, while maintaining consistency and rigor. Throughout the process, I also learned to use citation management software, to track decisions, and to document the review workflow. Information from the selected studies will be organized and analyzed to identify common intervention strategies, reported outcomes, and gaps in the existing literature. This research experience gave me insight into the complex and iterative nature of evidence synthesis, including challenges such as balancing specificity in search strategies and consistently applying inclusion/exclusion criteria. Through the process, I developed skills in critical thinking, scientific reasoning, and research organizations. By highlighting the steps, challenges, and skills involved in a scoping review, this presentation aims to provide other undergraduate students with a clearer understanding of how scoping reviews contribute to advancing evidence-based public health research. This work also provides an important first step in identifying gaps in the literature on physical activity interventions for women living with HIV. 

Latinos make up one of the most underrepresented groups in the field of pharmacy, making up only 6.74% of pharmacists across the country (Data USA, 2024). This is despite Latinos being one of the fastest growing populations in the US. The Latino community across the United States has become the largest minority group second only to their non-Hispanic white counterparts (US Department of Health and Human Resources, 2025). However, underrepresentation does not mean unnecessary. This study aimed to understand the experiences of Latinos that are either pharmacists or in school studying to become pharmacists. To achieve this goal, a survey consisting of 19 questions was distributed to students (either in a pre-pharmacy program or enrolled in pharmacy school) and current active pharmacists either through email, social media, or forums. Currently, a total of eight participants (5 males and 3 female) with four of the respondents are practicing PharmD, three pharmacy students, and one being a pre-pharmacy student. All respondents agreed to some extent that representation - or lack of - affected their career choice. Sixty-three percent of respondents indicated that they did underwent challenges throughout their career path. Participants mentioned “pressure of success” and confusion navigating as first-generation students. Furthermore, 50% report to not have sufficient professional mentorship, while all agreed that there is a need for more Latino representation in pharmacy. The voices of these participants highlight a need to fill this gap in representation and mentorship.

Sexual and reproductive health (SRH) is shaped by cultural norms, family values, and social environments. Existing literature suggests that many African women receive sexual health messages within cultural contexts that emphasize abstinence, modesty, traditional gender roles, often limiting open discussions about sexuality (Agbemenu et al., 2018). While research has examined SRH outcomes among African and immigrant populations, limited attention has been given to how African women raised in African households interpret and navigate these messages, particularly within the United States. This gap limits the development of culturally responsive sexual health education and healthcare practices. This study will explore how young African women raised by immigrant parents describe their sexual and reproductive health care experiences and how culture, parental communication, and external sources of information influence their beliefs and behaviors. Specifically, the study will examine how participants navigate the intersection of African and U.S. norms and expectations surrounding SRH. Data collection will include a qualitative approach featuring four focus groups. Findings from this study may inform culturally relevant health education, improve communication between healthcare providers and African diaspora communities, and support efforts to develop more responsive reproductive health resources.