Nature of the Project: This project focuses on breast arterial calcification (BAC) and what happens when it is seen on a routine mammogram. BAC is calcium in the breast arteries and is not related to breast cancer. However, it is associated with cardiovascular risk. Because it is inconsistently documented in radiology reports, patients and primary care providers may not be aware when this potential risk marker is present.

Methodology: To investigate this issue, a narrative synthesis of BAC research studies and clinical recommendations was conducted. The review examined the literature on the clinical significance of BAC and its management when identified. Findings were organized into five themes: opportunistic screening, BAC severity grading, reporting practices, downstream clinical actions, and barriers to implementation.

Purpose: This project is relevant because cardiovascular disease is the leading cause of death among women. BAC findings could support earlier identification of cardiovascular risk during routine breast cancer screening. Mammography reaches approximately 43 million women each year, creating a major opportunity for additional preventive care. However, existing research suggests that BAC findings do not consistently lead to follow-up clinical actions. The main barrier appears to be the lack of standardized reporting and clear follow-up pathways. If BAC were consistently reported and linked to a defined clinical workflow, mammography could support earlier cardiovascular prevention without requiring an additional screening visit.

keywords:  Prevention, cardiovascular disease, risk, mammography

Barriers to mental health care remain a persistent public health challenge in the United States, despite growing awareness and expanded insurance coverage. Structural factors such as workforce shortages, high out-of-pocket costs, geographic disparities, and stigma contribute to significant unmet mental health needs. For example, many individuals experience financial burdens related to outpatient mental health care, with low-income populations disproportionately affected. These barriers are compounded by provider shortages and limited access in rural and underserved communities, further widening disparities in treatment access. At the same time, stigma and help-seeking patterns, particularly among adolescents and young adults, often discourage engagement with formal services.

Digital mental health innovations have emerged as potential strategies to expand access. Online peer support communities represent a particularly promising approach because they provide low-cost, flexible, and accessible support grounded in shared lived experience. Research suggests that individuals who engage with online peer communities often report perceived improvements in mental health and interest in connecting to additional services through these platforms. This poster examines how online peer support may reduce structural and social barriers to care and explores its potential role as a complementary public health strategy for improving access to mental health support.

keywords:  Mental Health, Peer Support, telehealth

Adverse childhood experiences (ACEs) are highly prevalent and are strongly associated with long-term physical, mental, and social risks. In Rochester, New York, – where 42% of children live in poverty, more than double the state average, – exposure to chronic stressors and ACEs represents a critical public health concern. This poster synthesizes current evidence on positive relationships and play as positive childhood experiences (PCEs) and protective factors for children ages 0–8, with particular relevance for children living in poverty in Rochester. 

A structured narrative review of peer-reviewed and gray literature was conducted (PubMed, PsycINFO, Google Scholar). Sources were selected based on relevance to early childhood (ages 0–8), relational or play-based protective factors, and documented developmental, behavioral, or health outcomes. Policy statements and local epidemiologic reports were incorporated to contextualize findings within Rochester.

Evidence consistently demonstrates that nurturing, responsive caregiver-child relationships buffer the effects of toxic stress, promote resilience, and support cognitive, socioemotional, and neurobiological development. Developmentally appropriate play further promotes executive functioning, stress regulation, adaptive coping, and caregiver-child bonding. While protective factors do not negate adversity, they significantly attenuate its biological and psychosocial consequences.

Given Rochester’s elevated rates of childhood poverty and ACE exposure, strengthening early relational health and expanding access to safe, enriching play environments are urgent public health priorities. Schools, pediatric practices, and community organizations serve as critical infrastructure for implementing these protective strategies. Pairing relational and play-based interventions with structural efforts to address poverty offers an intergenerational approach to advancing child health equity and developmental potential in Rochester.

keywords:  infant and early childhood mental health (IECMH), protective factors, positive childhood experiences (PCEs) adverse childhood experiences (ACEs), social determinants of health (SDoH)

Rural local health departments play a critical role in protecting communities from environmental hazards and preventing illness, often while covering large geographic areas with limited staff. This poster examines how rural environmental health units balance three common service lines: lead poisoning prevention and follow-up, Healthy Neighborhoods style healthy homes programming, and food safety inspections and complaint response. Using a narrative review approach, this poster summarizes current evidence on rural environmental health capacity and on operational factors that shape service delivery across these service lines. The poster also presents a proposed mixed-methods practice profile method for describing rural environmental health workflow, combining structured activity and time logging with staff-informed identification of barriers and supports. Findings from the literature emphasize that service delivery is shaped by competing mandates, time-sensitive follow-up requirements, travel demands, and documentation burden, which can influence consistency and reach across programs. Public health relevance includes informing rural workforce planning, improving coordination across prevention and regulatory services, and supporting strategies to sustain healthy homes and lead prevention activities when funding is uncertain.

keywords:  Public Health, Rural Local Health Departments, Lead Poisoning Prevention, Healthy Neighborhoods

Poor diet and inadequate vegetable consumption among elementary school-aged children remain critical public health concerns in the United States. More than half of young children do not consume vegetables daily. Insufficient nutrition during childhood increases the risk of stunted growth, cardiovascular disease, obesity, type 2 diabetes, osteoporosis, weakened immune systems, and other long-term chronic diseases. This presentation synthesizes literature since 2000 through a narrative review evaluating the effectiveness of experiential nutrition education for elementary school students. Peer-reviewed public health research and national datasets were analyzed to assess the impact of farm-based and agricultural-integrated nutrition education interventions on students’ knowledge, attitudes, and dietary behaviors.

Findings suggest that schools are highly effective and strategic settings for nutrition interventions. Although many schools provide classroom-based nutrition instruction, fewer incorporate experiential, agriculture-based learning approaches. Evidence indicates that hands-on, farm-based education produces more substantial and sustained improvements in nutrition knowledge, positive attitudes towards healthy foods, and long-term dietary behaviors. 

Since inadequate nutrition disproportionately affects children from lower socioeconomic backgrounds, implementing experiential, farm-based interventions in lower-income communities may advance health equity. This presentation highlights evidence-based, scalable models that align with USDA goals and priorities and offers practical strategies essential to supporting a healthier nation. 

keywords:  agriculture-based nutrition education, experiential learning, improve health

Postpartum depression (PPD) affects one in seven women in the United States and contributes to preventable maternal mortality and morbidity (Carlson et al., 2025). Early identification and timely referrals are inconsistent due to varied screening practices, including differences in screening tools, incomplete data, and the lack of a gold standard across home-visiting programs (Gibson et al., 2009). 

This project aims to identify and implement a feasible, standardized PPD screening protocol within Ontario County Public Health’s maternal home-visiting program.  A literature review of 19 studies examined PPD screening instruments to determine the most feasible and appropriate tool for use in home-visiting settings. Based on feasibility and validity considerations, the Patient Health Questionnaire-9 (PHQ-9) was selected for implementation. The PHQ-9 screening tool will be integrated into OCPH’s Maternal and Child Health Manual and incorporated into the Pregnancy and Postpartum Educational Logs. Staff will receive training on screening administration, scoring, documentation, and referral procedures. Pre- and post-implementation surveys will assess staff barriers and confidence in the program. Referral pathways will be formalized, including immediate escalation to the Comprehensive Psychiatric Emergency Program (CPEP) for high-risk scores and findings of suicidal ideation. 

I chose this topic because of my clinical observations of the mental health impact that infertility and pregnancy loss can have on women and families. Implementing a standardized screening protocol may improve early identification of PPD and strengthen referral pathways, ensuring timely support for mothers.

keywords:  postpartum depression, screening tools, mental health referrals

Background: While rare diseases (RDs) are individually uncommon, they collectively affect 30 million Americans and 400 million individuals worldwide. Because most RDs lack disease-modifying therapies, clinical research is a vital pathway to effective care. Despite this, participation among affected populations remains limited. Barriers to participation in RD research may therefore have substantial public health consequences.

Objective: To synthesize existing literature on barriers to research participation among RD populations and examine how these barriers shape evidence generation and access to emerging therapies.

Methods: This narrative review analyzed 22 peer-reviewed articles published since 2016 that discussed research participation barriers in RD contexts. Sources were qualitatively coded using thematic analysis to determine the frequency with which each barrier appeared. Barriers were organized using the socioecological model to capture multi-level influences on participation.

Results: Fifteen barriers were identified. The most frequently reported barriers included the burden of time and effort (f = 183), unclear communication from research organizations (f = 112), physical health concerns (f = 86), and financial burden (f = 69). Institutional-level barriers, such as distrust of research institutions (f = 62) and restrictive eligibility criteria (f = 54), emerged as key upstream drivers of exclusion. Collectively, these barriers contribute to misrepresentation of RD populations in clinical research.

Conclusions: Barriers to RD research participation are structural and limit representation, which can reduce generalizability of findings, worsen inequities, and slow therapeutic development. Inclusive trial designs, decentralized (remote) research, and early patient engagement are needed to ensure equitable evidence and broader access to emerging therapies.

keywords:  Public Health, Rare Diseases, Clinical Research

This project aims to develop a sustainable framework for prolonging and protecting joy in teaching. Grounded in critical consciousness, it explores how educators can create their own sense of purpose while intentionally cultivating joy within their classrooms. The framework integrates promising instructional practices, a commitment to diversity, equity, and inclusion, core principles of special education, and the essential structures that shape a loving classroom environment. At a time when teacher burnout continues to rise, this work centers the importance of reconnecting with the “why” behind teaching. By sustaining joy as both a personal and collective practice, educators can foster resilience, belonging, and meaningful learning experiences for themselves and their students.

keywords:  Joy, Education, Teaching, Critical Consciousness 

This research project examines the impact of explicit social-emotional learning within a 6:1:2 first-grade special education classroom. The study focuses on teaching six core emotions while strengthening students’ behavioral awareness and expansive regulation skills to support both engagement and interpersonal success. Through an action research framework, social-emotional instruction is intentionally embedded into daily routines using direct teaching, modeling, visual supports, co-regulation, and structured opportunities for authentic practice. Data is collected through observational notes, behavior tracking, and levels of student participation to better understand how targeted emotional instruction influences self-awareness, communication, and classroom functioning. This project was driven by a recognition that educational systems often fall short in meeting the emotional and behavioral needs of students with disabilities, frequently prioritizing academic performance without first ensuring that learners possess the foundational skills necessary for regulation. By proactively teaching these competencies, the project aims to equip students with strategies that extend beyond the classroom and support lifelong well-being. Ultimately, the project seeks to demonstrate that prioritizing social-emotional learning is not supplemental but essential for fostering independence, resilience, and meaningful access to education.

keywords:  Social-Emotional Learning, Students with Disabilities, Behavior Management 

As a Clinical Assistant, I have been working twice a week in a 7th grade social studies classroom at one of my local middle schools. The nature of this project involves researching technology that can be used in the classroom to support student learning, either through individual student use of technology or through teacher instruction guided by technology. My research has focused on student engagement and how it can be impacted by incorporating technology into classroom instruction and activities.

The methodology used for this project was a mixed-method approach to examine how technology impacts student engagement. Data was collected through student surveys to gather students’ perspectives on their use of technology during class. Teacher observations were done to monitor student engagement and interactions during technology based activities. In addition, I have been keeping track of different technologies, how they have influenced my lesson planning as a teacher, and how I hope to integrate them into the classroom.

I chose to do this project because of how prominent technology is becoming in our world today. We are constantly seeing new technologies and programs emerge, especially in schools and in the ways instruction can be delivered to students. Particularly in social studies, I thought this would be interesting to explore since it is a subject area that might not incorporate technology as much as other subjects. My hope in conducting this research was to see how I can incorporate technology in my own social studies classroom and to understand how these integrations impact student engagement during learning activities and instruction.

keywords:  Technology, Engagement, Media, Participation

As a Clinical Assistant, I have been working full-time as a 5th-grade general education teacher while completing a two-year action research project within my district. The nature of this project has been an in-depth investigation into the effectiveness of our newly implemented mathematics curriculum. My work has focused on understanding not only how students perform under this curriculum but also how they experience it—instructionally, developmentally, and conceptually. To execute this project, I used a mixed-methods action research approach carried out across two academic years. During year one, I collected a range of preliminary subjective and objective data, including student performance on NYS Mathematics Exams, student interviews, teacher surveys, and analysis of student work samples. These data points were used to identify patterns of student understanding, instructional strengths, and areas where the curriculum design or implementation may require adjustment. In the second year, I continued the same data collection cycle to refine findings, compare trends over time, and deepen insight into how curriculum changes influence student learning. I chose to pursue this project because the introduction of a new district-wide mathematics curriculum presents a critical moment for reflective, evidence-based evaluation. As both a practitioner and researcher embedded within the classroom, I saw an important opportunity to examine how curricular decisions impact student engagement, conceptual understanding, and achievement. This work is meaningful not only for informing instructional practice within my own classroom but also for contributing to broader conversations in my district about curriculum effectiveness, equitable access to rigorous math instruction, and the ongoing improvement of teaching and learning. Ultimately, the project aims to support more responsive curriculum design and to advocate for instructional decisions grounded in real student experience and data-driven insight.

keywords:  Mathematics, Standards, Curriculum, Achievement

Beyond Barriers: ENL Family Involvement, Rights Awareness, and Pathways to School Inclusion is an action-oriented research project that explores how families of English as a New Language (ENL) students experience involvement in the school community, what barriers affect their awareness of educational rights, and what strategies schools can adopt to strengthen both. This study uses a mixed-methods approach, including bilingual surveys for ENL students and their guardians, analysis of school communications, and observational data from school events. Quantitative survey data will establish a baseline of family engagement and rights awareness, while qualitative responses will provide insight into lived experiences, perceived barriers, and recommended improvements.

This project was chosen because equitable family-school partnerships are essential to student success, particularly for multilingual learners whose families may face linguistic, cultural, or systemic barriers. By centering the voices of ENL families and students, this research seeks to move beyond assumptions about family involvement and instead highlight actionable pathways toward greater inclusion. The findings aim to inform practical recommendations for schools, including improved communication practices, increased access to language support services, and more culturally responsive engagement strategies.

keywords:  ENL family engagement, educational rights awareness, multilingual learners, family-school partnerships, culturally responsive education

This research proposal presents a community-based public health intervention designed to improve awareness and utilization of mental health resources among older adults in Ontario County, New York. Developed through an internship with Ontario County Public Health and the Ontario County Mental Health Department, the project responds to findings from the 2025 Ontario County Community Health Assessment identifying depression and poverty as priority health concerns. Despite the availability of local services and digital mental health tools such as CredibleMind, barriers including stigma, limited awareness, and limited digital literacy may prevent individuals from accessing support.

The proposed project uses a mixed-methods program evaluation design that includes staff interviews, community surveys administered at trusted community sites, and analysis of CredibleMind utilization data. Educational outreach presentations and navigation assistance will introduce older adults to available mental health resources and demonstrate how to access digital tools.

By increasing awareness and improving digital confidence, the project aims to strengthen engagement with mental health resources among older adults in Ontario County.

keywords:  Health education, mental health, rural health

During my internship at Ontario County Public Health, I had the opportunity to step outside of the classroom and experience what public health actually looks like in practice. I worked on developing a logic model, participated in a Point of Dispensing (POD) exercise, and collaborated with professionals on projects that support community health. For my final project, I created a poster that reflects my experience and highlights how public health initiatives are planned, organized, and carried out at the local level. I approached this experience by learning directly from the people around me and getting involved wherever I could. I paid attention to how programs are developed, how teams communicate, and how decisions are made to best serve the community. When putting my poster together, I used what I learned throughout my internship and organized it in a way that clearly shows both my role and the bigger picture of public health work. My goal was to make it informative, but also meaningful. I chose this experience because I wanted a better understanding of how healthcare works beyond hospitals and clinical settings. This internship showed me how important prevention and education are, and it made me realize how much impact public health has on everyday lives. It confirmed my interest in continuing into a healthcare career and gave me a new perspective on how I can make a difference in the future.

keywords:  Lead prevention, Public Health, POD