For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Students who may benefit from attending a Let's Talk: Mental Health Office Hours session include:Students who want help connecting to resources but are unsure where to begin Students who are looking for advice on a non-clinical issue Students who are unsure about therapy and are curious about what it is like to talk to a therapist Students who may have concerns about the mental health of a friend and seek advice on how to support their friend If a student is not an imminent risk, and is refusing your support in contacting our office, you may also consider contacting the UConn Student CARE Team (https://studentcareteam.uconn.edu/). This session is held by Sarah Hallwood, LCSW, LICSW (https://studenthealth.uconn.edu/person/sarah-hallwood/)

DNP student presenting "A Gratitude-Based Journaling Intervention to Combat Burnout for Nurse Practitioners in the Outpatient Setting."

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

DNP student presenting "Pre-Clinical Objective Structured Clinical Examination for Family Nurse Practitioner Students: Impact on Clinical Confidence and Perceptions of Curricular Integration."

NEURODIVERSIFYING STEM THROUGH AI-EMPOWERED SELF-REGULATED LEARNING ABSTRACT To fully realize the innovative potential of neurodiverse graduate students in science, technology, engineering, and mathematics (STEM), novel approaches are needed to bring student assets, academic environments, and mentoring relationships into alignment. This three-phase qualitative study investigated the experiences of neurodiverse graduate students and explored the potential of artificial intelligence (AI) tools to support their academic success and well-being. Early research phases highlighted self-awareness, self-regulation, self-efficacy, and self-advocacy as core processes for navigating graduate education, informing the development of a strengths-based Neurodiversity-Informed Self-Regulated Learning (ND-SRL) framework. The final phase explored the use of an AI Virtual Mentor to offer timely, affirming support that scaffolds self-regulated learning and empowers students to craft learning environments in which they may thrive. This study also investigated how students experienced the tool as a relational supplement to advising, including how prior expectations shaped engagement and perceptions of its role and limits. Findings show that students used the tool to leverage strengths and support challenges, building disciplinary knowledge and skills while enhancing productivity and well-being. Many experienced it as responsive and emotionally supportive for general guidance but set clear boundaries about its role and ethical use. This research contributes to the understanding of neurodiverse graduate experiences, offering insights into mechanisms of AI support and how neurodiverse students understand the role of AI tools alongside traditional advising.