Tag: UCO

What’s Going on in Central Station?

Newly completed food science kitchen space.

Newly completed food science kitchen space in UCO’s Human Environmental Sciences building.

Construction sign outside the Human Environmental Sciences BuildingIf you’ve been on campus near the Human Environmental Sciences building this summer, you may have noticed workers in hard hats and various construction vehicles. Behind all of the noise and “No Trespassing” signs, UCO’s student run café and food management kitchen have been getting a much-needed facelift!

First opened in 2001, Central Station provides students in the nutrition and food science program a chance to gain firsthand experience working in a commercial-style kitchen and restaurant. The café is a hit on campus, often a favorite lunch spot of faculty and staff members, but was in serious need of safety and design updates due to its age and lack of new equipment.

Construction workers complete demolition of the previous kitchen area space.

Construction workers complete demolition of the previous kitchen area space. 

Since April, workers have completed a full renovation of the food preparation kitchen and lab that accompanies the café, installing new hood ventilation systems, commercial-grade ovens and stoves, and completely redesigning the food preparation space with movable, stainless steel islands and ceiling electrical outlet extensions. A finished product that bares almost no resemblance to the old kitchen – a space that was nearly fifty years old.

“Probably the most important benefit of this renovation was making the food labs safe for the students who use them, but also the safety of all students, staff and faculty using the HES building,” said Susan Woods, Ph.D., assistant professor and coordinator of Central Station.

New Kitchen Equipment

New, commercial-grade equipment in the remodeled kitchen area.

“The lab has gone from looking like your grandma’s kitchen to looking like a restaurant kitchen – stainless steel and commercial hoods over all cooking equipment. Now, students will be able to graduate from UCO, become a food service director, and have an appropriate example in mind of how food service should run.”

And, the project is only halfway done. In February, the full restaurant side of the renovation will be completed, giving both spaces much safer and newer designs. This fall, five courses will be held in the kitchen, one of which will be Central Station running as a to-go restaurant. A kiosk will be open Tuesdays and Thursdays on the north end of the HES building in the hallway near the stairs. Guests can order via centralstationcafe@uco.edu, call (405) 974-5506, or order at the kiosk. Delivery options on campus are also available. For more information about Central Station and to view the upcoming menu, visit the café’s website.

Fashion with a Mission

Student working on sewing project

Audrey Estes, junior fashion marketing major, sews her Dress a Girl dress as part of her final class project.

With social distancing measures in place during the spring 2021 semester, UCO fashion marketing adjunct instructor Marsha Swift needed a new final project idea for her Basic Clothing Construction course. In a normal year, students would sew items based on their own measurements with the assistance of classmates, but the pandemic presented challenges to the traditional curriculum.

“Due to social distancing, I needed a project that avoided fitting a student’s individual clothing project on him or her,” said Swift.
“This is how Dress a Girl fit our needs by completing a project that utilized sewing techniques we learned earlier in class.”

Dress a Girl is an international nonprofit that provides new, hand-sewn dresses to women and girls around the world through donations from various organizations. The dresses are adjustable in size and must fit several pattern guidelines as outlined on the organization’s website.
With the new project in mind, Swift was able to secure the needed resources and even relate it directly to several of UCO’s central tenets of transformative learning.

“Phi Upsilon Omicron [National Honors Society in Family and Consumer Sciences] generously gave me money to purchase fabric for our dresses, and each student contributed color coordinated bias tape and thread,” said Swift.
“This project addressed two of UCO’s Transformative Learning Tenets: Global and Cultural Competencies and Service Learning and Civic Engagement.”

Student stands with completed dresses.

Fashion marketing student Yareli Ramirez with several completed dresses.

In total, Swift’s students sewed eleven new dresses in various colors and styles to donate to the organization which they learned will be delivered to girls in El Salvador later this summer. A memorable project for students that combined their craft with the chance to make an impact on people they may never meet.

“To sum up my students’ comments, they were grateful to actually get to complete a dress for someone else. So many students could not believe this might be the only dress a girl would have to wear. The Dress a Girl label, sewn on the pockets, was a lesson about empowering a young girl’s future.”

Summer 2021 UCO Reach Higher: Reconnect Week

UCO GraduatesFinish What You Started! 

Complete your college degree 100% online through the Reach Higher – Organizational Leadership program at the University of Central Oklahoma. Reach Higher: FlexFinish is a program for BUSY ADULTS that uses your existing college credits to develop a personalized degree completion program at an AFFORDABLE TUITION rate.

Summer 2021 Reach Higher: Reconnect Week –
July 19-23, 2021

Join program representatives for any of the special events below during Reach Higher Week to learn more about the program and an opportunity to receive a tuition stipend during your first semester!

1. RECONNECT WEBINAR: Tune in to an informational webinar where program representatives will cover the application process, financial breakdown, course requirements, and will answer your questions about going back to school!

    • 11:30 a.m. – 12:30 p.m. Thursday, July 22
    • Pre-Registration is required – REGISTER NOW!

2. MEET WITH AN ADVISER – Win an Amazon Gift Card! Schedule a time to meet virtually with one of our program academic advisors to ask specific questions and see what your degree plan will look like. The first 20 students to schedule appointments will receive $20 Amazon gift cards. Schedule your appointment time.

3. GET ENROLLED – Win a Tuition Stipend! The first student to meet with an advisor and enroll in the Reach Higher – Organizational Leadership program during Reach Higher Week will receive a $250 tuition waiver during their first semester at UCO.

For more information about Reach Higher Week, email the program coordinator Trevor Cox, Ph.D., tcox18@uco.edu

Education and Advocacy: UCO Student Speaks out Against Myanmar Military Coup

Han speaks in front of a crowd at the “Solidarity With Myanmar” rally at the Oklahoma State Capitol on Feb. 6.

“It has been one of those moments where you really think about your ethical standing – do I stay silent for the safety of my family and myself, or do I speak up for what is just, and I have decided to speak,” said Han Seth Lu as he spoke through emotions on the sudden situation he has found himself experiencing in the past several weeks. In the early hours of Monday, February 1, the early childhood education major from Myanmar received word a military coup had overthrown the government in his home country and had declared a state of emergency for the nation, shutting off access to the internet and capturing military leaders.

Since then, more than 100 citizen protestors have been killed with nearly 2,000 others having been detained. Han has spoken to his family only a handful of times and is now faced with an uncertain future upon his graduation in the fall, likely unable to return to his home country if the military remains in control. One certainty for him does still remain: his passion for education – a desire that has now led him to speak out and advocate internationally for the rights he feels people in his country deserve.

Myanmar, formally known has Burma, spent nearly a half century under strict control of the military junta, following two coups to overturn election results in 1962 and 1988. In 2011, the National League for Democracy (NLD) party obtained control of the country and restored democracy to the Burmese people, opening up opportunities such as access to the internet, renewed foreign relations, and study abroad initiatives for university students. It was under these lifted restrictions that Han was able to first pursue his passion for education by traveling to the United States in 2014 through the Burma Youth Leadership program, a four-week leadership and civic engagement program at Indiana University, where he shadowed teachers in public school classrooms as part of his education studies.

“Growing up during the military regime, there are no private institutions or private schools, the only schools are state schools. And, the only curriculum in schools is written by the government, so wherever you go in the country it’s the same thing,” said Han.

He remembers having assigned seats from the time he entered kindergarten through high school, and most learning only taking place by memorizing and reciting items from a book.

“I vividly remember walking into that elementary classroom in Indiana and they were learning chemistry, they were learning about the environment and doing planters out of plastic bottles, and I had never learned chemistry until high school, that to me was so surprising,” he recalled.

“I finally made the connection that you can start learning any subject at any age. I still have the photo from that class and feeling that this was unreal how they were learning.”

Han presents an education workshop at Myanmar’s Mandalay University, 2018

The experience inspired him to return to Myanmar and begin a nonprofit education center in his home town, with the assistance of colleagues from the youth leadership program, to work with local students. It was through this that he realized he was not ready to follow his family’s dream of him entering medical school, an honor he would have achieved due to his high score on the university entrance exam. He wanted to become a teacher.

“I finally reached a deal with my parents that if I could find a college and get a scholarship within one year, I would be allowed to go and study education,” said Han.

The deal was achieved when he applied for and received a President’s Leadership Council scholarship through the University of Central Oklahoma. Since arriving at UCO in 2017, Han has remained active in many student organizations on campus, winning the title of Mr. UCO International in 2019 and serving as the President of UCO’s International Student Council.

Through his work, his dream always remained to return to Myanmar after graduating to help reform the education system there. His experiences in classes at UCO and lessons from faculty mentors in CEPS even encouraged him to use the newly found means of virtual communication brought by the COVID-19 pandemic to lead virtual education trainings every Saturday last summer and fall for Burmese teachers to learn new teaching strategies and curriculum ideas.

But, that goal of education reform in the country has now been put on hold indefinitely.

“Education is so traditional there, and teachers don’t even know things like students’ learning styles. So, last year I was really excited because the government announced that the curriculum had to be reformed, and I was actually able to present at some of the conferences they had for this,” said Han.

“They actually finished the new curriculum and were going to train the teachers on how to use it over Myanmar’s summer break, but then COVID-19 happened and they decided to postpone it for one year, and now it’s probably never going to happen.”

Han shares a presentation about Lunar New Year at Frontier Elementary in Edmond

Not only is education reform now on hold, Han’s future now hangs in the balance as he has decided to publicly speak out against the military regime, an action that is not welcomed back home.

“At this point if we cannot restore the democracy back home, everything that I have worked for will be terminated,” he said.

“And I can’t even go back home because I have been speaking out, and I now have a foreign education.”

Prior to 2010, Han explained that several Burmese students who had left the country to receive an education were detained by the government at the airport to ensure they did not intend to speak against the government’s control. Han has decided to speak out publicly against the military coup, causing a concern for his and his family’s safety. Since Feb. 1, Han has been involved with numerous virtual panel discussions, podcast discussions and YouTube videos of Burmese citizens speaking out against the regime, and he recently led a rally at the Oklahoma State Capitol to bring local awareness to the situation.

“Because I have so much freedom here, and as much as I feel powerless to not be in the country with my people striking or protesting, at the same time I know there are a lot of liberties that I can do that people in Myanmar cannot right now. That is why I decided to take up this role.”

This decision did not come easily as he is now faced with having to cut ties with his parents for their safety, people he used to speak with over the phone almost every day. This has been the most difficult part of the situation for him.

“I told my family lately if they needed to cut off ties with me for their safety and concern, they could do that. It’s hard for me,” said Han.

“I am very close with my family, and I am the only child. Growing up, going to school every day, my parents were really the only friends that I had time to hang out with.”

But, in spite of these concerns and challenges, he says he is going to keep speaking out, because international attention may be the only way to restore democracy and eventual education reform to the country.

“Sometimes, you come to a point where you know you have so much more privilege than people of your own community, and words are just empty unless you act on it. I’ll keep speaking up.”

Oklahoma Preschool for the Deaf Early Childhood Education Center at UCO

Nestled between Mitchell Hall Theatre and University Street on UCO’s campus is a small building called the President’s Annex, home to a special kind of preschool that serves the local community and provides valuable learning opportunities to current UCO students. The Oklahoma Preschool for the Deaf Early Childhood Education Center at UCO has been housed on campus for over twenty years through a partnership between the Oklahoma School for the Deaf and UCO’s Speech-Language Pathology (SLP) Program. The school has one, full-time teacher and several graduate students in the UCO SLP program that teach and provide speech-language treatment to three, four and five-year-olds with hearing impairments four days a week under the supervision of UCO faculty members. The program is free to any child with a documented hearing impairment.

“We have kids from all over the metro area who attend,” said Amy Thomas, faculty supervisor of the preschool.

“We have a normal preschool curriculum, and we provide sign language support as well as normal voicing support. We have a total communication philosophy in the UCO speech-language program which means we use signing and voice together.”

Thomas herself was a graduate assistant at the preschool during her time at Central before pursuing a variety of jobs in the field of speech-language pathology. She returned to UCO in 2019 to take over as an instructor in the SLP program and the supervisor of graduate students at the preschool. Thomas explained the school offers unique opportunities to graduate students at UCO they might not receive in just the traditional classroom setting while also providing valuable resources to parents and preschoolers in the metro area as well.

“Everything I learned in this preschool when I was a student enriched my career, and I will be forever grateful for my experiences here,” she recalled.

“Just to see the way you can enrich language throughout the child’s school day gives our graduate students a more full picture of this career field.”

UKalen Lomas, Lucy Sargent and Katelyn Tunnell are all first-year graduate students in the UCO SLP program and assist with speech-language treatment for the preschoolers. Lomas and Tunnell provide teletherapy sessions several days a week focusing on sign-language and expressive language skills, and Sargent works in-person at the preschool assisting the children with anything from learning the days of the week to learning how to write their name.

“It’s really interesting being in the preschool because you get to experience working with children in a different way than just with speech therapy,” said Sargent.

“Here, your goals are more teaching them how to be around each other and be social.”

While they each provide a different type of service to the students depending on the semester, they all agree the experiences have been both rewarding and valuable to their future careers.

“I have been working with a little girl this semester who really doesn’t have a lot of vocalization skills, but I get to help her use her voice,” said Tunnell.

“It is so exciting and so rewarding when she finally is able to repeat something. It is so much fun, just a very rewarding place to be.”

Recalling her experiences being in the preschool, Sargent said, “I have learned so much about behavior management. I have learned how to be flexible which is something I really didn’t think about until I started working with kids. Also, sign language… getting to do it ten hours a week with the kids has been amazing for me.”

In all, the preschool is able to serve a twofold mission: providing a space for children with hearing impairments to attend preschool and receive specialized services at no cost and creating opportunities for current UCO students to expand their skills and develop new experiences in their field. To learn more about the preschool, visit the Oklahoma School for the Deaf website or contact Amy Thomas at athomas57@uco.edu.

To donate to one of several scholarships available for students in the Speech-Language Pathology program at Central, visit one of the scholarship links below:

2020 UCO Reach Higher: Reconnect Week

UCO GraduatesFinish What You Started! 

Complete your college degree 100% online through the Reach Higher – Organizational Leadership program at the University of Central Oklahoma. Reach Higher: FlexFinish is a program for BUSY ADULTS that uses your existing college credits to develop a personalized degree completion program at an AFFORDABLE TUITION rate.

2020 Reach Higher: Reconnect Week –
October 19-24, 2020

Join program representatives for any of the special events below during Reach Higher Week to learn more about the program and an opportunity to receive a tuition stipend during your first semester!

  1. RECONNECT WEBINAR: Tune in to an informational webinar where program representatives will cover the application process, financial breakdown, course requirements, and will answer your questions about going back to school!

 

  1. MEET WITH AN ADVISOR – Win an Amazon Gift Card! Schedule a time to meet virtually with one of our program academic advisors to ask specific questions and see what your degree plan will look like. The first 15 students to schedule appointments will receive $20 Amazon gift cards. Schedule your appointment time.

 

  1. GET ENROLLED – Win a Tuition Stipend! The first student to meet with an advisor and enroll in the Reach Higher – Organizational Leadership program during Reach Higher Week will receive a $250 tuition waiver during their first semester at UCO.

 

For more information about Reach Higher Week, email the program coordinator Trevor Cox, Ph.D., tcox18@uco.edu

New CEPS Faculty – Fall 2020

Several new faculty members will be joining the Broncho family this fall across several departments within the College of Education and Professional Studies. Below are the names of the new faculty within each department.

Department of Adult Education and Safety Sciences

  • Janet Handwerk, Ph.D., Assistant Professor
  • Yadira Reyes-Pena, Lecturer
  • Monica Walls, Visiting Instructor

Donna Nigh Department of Advanced Professional and Special Services

  • Ed Collins, Ph.D., Assistant Professor

Department of Educational Sciences, Foundations and Research

  • Joseph Mathews, Ed.D., Assistant Professor

Department of Human Environmental Sciences

  • Joanne Wong, Instructor

Department of Kinesiology and Health Studies

  • Eric Conchola, Ph.D., Instructor
  • Ericka Johnson, Lecturer
  • Kerry Morgan, Ph.D., Assistant Professor
  • Kim Reeves, Lecturer

Department of Psychology

  • Heloisa Campos, Ph.D., Assistant Professor
  • Kaitlyn Downey Ph.D., Assistant Professor
  • Vickie Jean, Ph.D., Lecturer
  • Sean McMillan, Lecturer
  • Heather Shea, Lecturer
  • Nathaniel Stafford, Ph.D., Lecturer

 

Psychology Students Go Digital to Assist Parents and Teachers with Distance Learning

During a normal semester in Central’s Board Certified Behavior Analyst psychology certification program, graduate students would travel to various elementary schools in the Oklahoma City metro community throughout the week to provide behavioral consultations and evaluations for special education students. But, spring 2020 was anything but normal for everyone.

Dr. Singleton shares a behavioral consultation video on the Behavior Central YouTube page.

The program is under the direction of Scott Singleton, DPSY, associate professor of psychology, and is funded each year by the Oklahoma State Department of Education. The goal is to assist special education teachers by providing behavioral intervention training and assessments for children with severe behavioral issues in the classroom, such as physical-aggression or self-injury.

When the COVID-19 pandemic forced state school shutdowns and all UCO courses to transition online for the remainder of the semester, Singleton and his students were left wondering how they could continue to provide this special assistance to students and parents.

“When COVID came, obviously that changed everything because we can’t be in person, and those kids were now trying to receive education through some sort of distance learning format,” Singleton said.

“So we were trying to figure out how we could still help.”

The solution came in the form of a YouTube channel created by the students with educational videos for both teachers and parents on how to handle and prevent behavioral issues with distance learning. Video topics ranged from how to use positive reinforcement, correct behavioral issues and teach children to wear masks and understand social distancing, to tips on proper mental health and well-being for teachers. Over 25 videos have been created and shared so far – many averaging well over one hundred views.

“We’ve gotten a lot of great feedback through the state Department of Education, through teachers and teachers’ groups but also from parents. And that’s one thing we’re proud of is we get a lot of positive comments from both teachers groups and some of the parent advocacy groups,” he explained.

A screenshot of a student sharing a video.

A UCO BCBA student shares a video on how to assist children with distance learning.

While providing a much-needed service to parents and teachers during the pandemic, the videos also proved to be a valuable learning experience for students in the program as well. Providing a behavioral analysis instruction in a short video sometimes was difficult, but Singleton says it allowed students to gain a deeper knowledge for the material and a better appreciation for how to put that knowledge into practice.

“One of the difficult things about these videos is that we’re trying to convey some very technical types of interventions and principles, but the students had to be able to use everyday language that people could understand but also try to condense the videos down to five minutes. It gave them a chance to really learn more about the concepts that we’re targeting.”

Overall, the students were glad to be able to continue to make a difference in the lives of special education children and their parents, especially during a time that often was faced with stress and uncertainty. Some videos have even been featured on psychology podcasts and used by school districts as professional development opportunities for teachers. And, since the program has already received funding for a second year, Singleton already plans to continue the YouTube channel in the future.

The Behavior Central YouTube channel is public and currently available for any parents or teachers to utilize.

Teaching During a Pandemic

On March 18, 2020, the traditional learning environment at Central, as we knew it, was flipped upside down as the unprecedented COVID-19 pandemic caused worldwide shutdowns; as a result, all courses for the remainder of the spring semester were moved to a virtual format. Learning, teaching and working took on a whole new look for the entire Broncho community. Many faculty members were given one week to transition all of their instructional materials, assignments and exams online. Now that the spring semester is over and they begin to prepare for the upcoming fall semester, many professors are reflecting on what this experience has been like and how they plan to move forward.

“We really were not prepared at first, so there was a mixture of nervousness and surprises,” said Kanika Bhargava, Ph.D., associate professor in the nutrition and food science program.

“I was already familiar with teaching online, but during the extended break, I had to add a lot more content to stay connected with my students, other than just notes and resources.”

Speaking about the early days of the pandemic, Tom Hancock, Ph.D., professor and chair of the Department of Psychology reflected, “The entire process you’re thinking about what does this mean to me and my family? What does this mean to my students? What does this mean to my colleagues? And the university? There’s just so many different levels.”

Some faculty members, like Bhargava and Hancock, already were accustomed to teaching a few courses each semester online, but even with prior experience, this was unlike anything they had faced before. Bhargava’s nutrition and food science students had planned to present research posters at a program symposium in March, but that was quickly adjusted to a virtual format using an online discussion board.

“It was a challenge for me at first to try to explain to students how to change their poster project. The students already knew from the start of the semester they have to do it in a certain way, and then, on the spot, you have to tell them do it in a different way, so they had a lot of questions. You have to make them comfortable, and you need to prepare some guidelines for a new system you’re setting.”

And, in addition to transitioning learning resources online, Bhargava and her colleagues in the nutrition and food science program also were concerned about finding ways to keep material engaging for students in the same way it would have been in the classroom setting.

“The crisis forced us to think beyond our limits and be more creative at keeping students engaged and involved. We wanted to keep them enthusiastic for learning.”

She explained that national organizations in the food science industry began making videos and creating webinars for professors to share with students, which helped. Some even showed examples of how students could conduct their own lab projects at home with minimal supplies, or how to present a live, virtual lab experience for instructors, all of which she utilized.

But then, on top of continuing instruction, came the even tougher challenge: how to stay emotionally connected with students. Central prides itself on small class sizes that foster unique relationships between faculty and students, but when the pandemic hit, many missed the value of in-class discussions and relationships. In some cases, it made navigating these uncertain times even more difficult.

Students in Zoom

An example of a Zoom class during the 2020 UCO Prospective Teacher Academy.

Some classes still met virtually via Zoom or Webex, while others finished with online lectures and group discussion board chats. For faculty members, finding creative ways to stay connected with their students and remain supportive of them was a key piece to finishing the semester.

“One of the things that I really tried to do during this time is just mindfulness and having some compassion for students. More so than any other time in my 20 years of teaching I have had to understand that they are really going through some difficult stuff,” Hancock said.

“I am still working with a student who had COVID and actually spent two weeks in the ER. It’s extremely traumatizing.”

And with the sudden switch to online learning, other faculty members were worried about whether their students were going to be able to continue the semester at all.

“One thing that really came out in the beginning was I’m not hearing from some students, they’re not engaging in the content, and then being really worried about those students, are they okay?” said Scott Singleton, DPSY, associate professor in psychology.

“So, I finally put out an email saying, hey, I don’t care about the assignments. I’m just worried about you. Just let me know you’re around.”

As we navigate through the summer and prepare for the fall, we know the pandemic is likely far from over, but many are already asking themselves the question, “how do we move forward from this when life is back to normal?”

For Bhargava, Hancock and Singleton, they don’t think their teaching styles or course formats will ever return completely to their previous state. This has been an opportunity to grow and adapt and better navigate how they serve their students. Some even hope that it will shape how the university as a whole approaches online learning in the future. And, all agree this taught them new ways to understand and care for their students. They had a chance to reflect on how they connect with students, ensure that their objectives and learning outcomes were still being communicated and balance the mindfulness of the fear and uncertainty everyone is facing during the pandemic.

“I think this was a constructive kind of experience which taught us a lot and which we can always utilize in the future in teaching our students,” Bhargava reflected.

“We know how to deal with crisis, how to reach students who are in need. In the future, the normal life might be different, but we just have to learn from it and have to keep moving.”

Community/Public Health Students Assist with Metro COVID-19 Response Efforts

With the onset of the COVID-19 pandemic, the final semester for UCO seniors turned out to be anything but ordinary. In true Broncho style, many faculty and students have embraced this change with flexibility and determination. Students in one senior capstone course at Central have even found a way to assist with metro COVID-19 response efforts as a part of their final learning project.

UCO Student Kelly Smith

Community/public health senior, Kelly Smith, takes a selfie as she sits down to write her briefing on April 11.

The Oklahoma City Metro Shelter Directors Response Team contacted faculty in Central’s community/public health program to assist people experiencing homelessness during the COVID-19 pandemic. Though students and faculty could not help in person, they could meet a need by providing a daily briefing for the shelter response team. The team has been busy implementing new strategies to protect the populations they serve, leaving little time to seek out daily additional resource information. These much-needed briefings are providing information directly applicable to managing vulnerable populations and specifically people experiencing homelessness during this time along with general daily COVID-19 updates.

The assignment was quickly incorporated into the community/public health capstone class taught by professor J. Sunshine Cowan, Ph.D., as a substitute for the midterm project. Each student will complete one daily briefing to submit to the response team by 3 p.m. The briefings are now being sent to 46 individuals involved with the Oklahoma City Metro Shelter Directors Response Team.

“I am excited about this, as it is a community partner requested need and it gives our students a role to do during this pandemic while still social distancing at home,” said Cowan.

“I am hopeful students will be able to look back on this chapter and know they had a positive impact in otherwise uncertain times.”

Students will research the topics using credible information from the Centers for Disease Control and Prevention, the World Health Organization and other professional health and medical sources. An example of the briefings is shown here in the daily briefing from April 8, created by community/public health student Sakinah Al Saleh & edited by Wellness Management graduate student, Bryan Shannon: Health Brief April 8.