< Previous10 FOCUS WINTER 2021 MY NAME IS JASMINE. I AM A STUDENT at Andrews University, passionate about research and progress. First, how I came to be in Berrien Springs, as is currently the case. I am a first-generation American. My parents, Youngi and Younghee Kim, immigrated from South Korea to New York when they were young adults. Providentially, my father is a third-generation Adventist, one of the few, I imagine, of Korea in his day. His faith would guide him, and his passion for progress would fuel him on his way, first to the Korean Adventist community in New York City and later to the penultimate Adventist community in Berrien Springs, Michigan. He was successful wherever, no matter how bleak and seemingly hopeless his situation was. His faith inspired him to progress. We arrived in Michigan in August of 2010. Dad and a good portion of his immediate family (my sisters and I) went to school immediately—Dad, UNDERGRADUATE STUDENT PROFILE: studying at the Andrews University Seventh-day Adventist Theological Seminary, my sisters and I at Ruth Murdoch Elementary School. Time progressed, and troubles and tri- umphs came our family’s way. At ten years almost to the exact day of our arrival in Berrien, triumph had won over trouble. My husband and I were married in August of 2020. In the en- suing semester, I would be published twice, once in the North American Journal of Psychology and once in the Johns Hopkins University Macksey Journal (JHUMJ). Dad and Mom con- tinued to excel in their saturated and competitive field. The research of which I have been asked to write a few lines is that which was published in the JHUMJ. The origins of this research project first grumbled in the high-ceilinged bowels of Buller Hall, in the offices of Professors Herbert Helm and Melissa Ponce-Rodas. The impetus behind the project was a shared and earnest desire to see progress in terms of condition for children of all races. The following excerpt has been extracted from the abstract of the published article. Studies to examine how adverse childhood events impact adult health have been pioneered by Vincent Felitti (1998) and replicated time and time again. However, the extant literature has given little attention to the role of culture in experiencing Adverse Childhood Experiences (ACEs) and understanding their impact … The cur- rent study aims to add to this growing body of work by examining ACEs among students from diverse ethnic backgrounds, in a private, religious, university sample. Results show there is no statistically significant difference between the racial groups when it comes to individual ACEs as well as the ACEs total score … Implications for cul- turally informed prevention and early intervention implications for various stakeholders, such as schools and health care settings, will be discussed. Overall, my experience at Andrews University has enlivened my ded- ication to pursue psychological research, education and intervention science. I look forward to—with any luck—teaching at Andrews Uni- versity, working toward reducing disorders, promoting wellness in children, and applying knowledge of etiological factors such as co- morbidity, gender and parenting to interventions for ACEs. I will strive to make progress through contribu- tions to innovative implementation strategies and experiments en route to increasing accessibility for all cultures. I hope to improve psycho- logical outcomes, achieving victories for the common good. Jasmine Kim Collard RESEARCHAndrews University ANNUAL REPORT 11ResearchResearch ANDREWS UNIVERSITY DOCTORAL students initiated a project that has resulted in an important book: “Exploring the Composition of the Pentateuch,” edited by L.S. Baker Jr., Kenneth Bergland, Felipe A. Masotti and A. Rahel Wells, published in 2020 by Eisenbrauns as volume 27 of the Bulletin for Biblical Research Supplement series. The idea for the project began with a conversation between Roy Gane (Seventh-day Adventist Theological Seminary) and two PhD students— Kenneth Bergland from Norway and Felipe Masotti from Brazil—during a break in Gane’s Ugaritic language course in the summer of 2014. Bergland recalls the realization that phenomena taken by scholars as signs of compositional layers in pentateuchal texts are also found in other Ancient Near Eastern (includ- ing Ugaritic) texts. This observation led to discussion regarding the possibility of opening a venue at Andrews University to pursue the composition of the Pentateuch (the five “books of Moses”). “Exploring the Composition of the Pentateuch” Project and Book by Roy E. Gane Daniel I. Block, professor emeritus at Wheaton College, presenting his paper at the 2016 “Exploring the Composition of the Pentateuch” conference In recent centuries, scholars came to reject basic Mosaic authorship of the Pentateuch and developed alternative reconstructions of its origin.12 FOCUS WINTER 2021 The Pentateuch or Torah, “Instruc- tion,” is the foundation of the Bible. The special authoritative function of the Torah in Jewish and Christian religion is due to the divine role in its authorship, including revelations conveyed through Moses. In recent centuries, however, scholars came to reject basic Mosaic authorship of the Pentateuch and devel- oped alternative reconstructions of its origin. The dominant reconstructions have been forms of the Documentary Hypothesis, according to which the Pen- tateuch was authored by anonymous sources later than Moses, who is reject- ed as a historical figure. This seriously undermines the divine authority of the Torah. Nevertheless, recent research has introduced other approaches with additional data and fresh analyses. In the fall of 2014, Bergland and Masotti started “The Torah Group,” a forum for paper presentations and discussion led by doctoral students and Rahel Wells, associate professor in the Department of Religion & Biblical Lan- guages. Specialties represented among members of the group included biblical studies, linguistics and archaeology. Some members in distant locations participated through Skype. From “The Torah Group” came the idea of organizing a conference on “Exploring the Composition of the Pentateuch,” which was held April 3–5, 2016, at Andrews University. Organizers of this event included Bergland (chair), Masotti, Wells, Baker, Sarah Burton and Constance Gane. Participants in the conference were scholars (including some PhD students) from several reli- gious affiliations (Protestant, Catholic, Jewish) and five continents (see photo of panel discussion). Conference papers addressed the history of scholarship and alternative approaches concerning the composition of the Pentateuch and exegesis of particular texts relevant to this topic. The current book, “Exploring the Composition of the Pentateuch,” consists of edited and expanded papers from this conference. The “Exploring the Composition of the Pentateuch” project is ongoing, thanks to continuing interest and also to gener- ous financial support from Ed Zinke, the Horn Archaeological Museum, the Seventh-day Adventist Theological Sem- inary, the North American Division of Seventh-day Adventists, and the Andrews University School of Graduate Studies. A second conference was held at Andrews University on March 25–27, 2018 (see photo), from which a second volume is to be published. A third conference is scheduled for Oct. 3–5, 2021. Conference papers addressed the history of scholarship and alternative approaches concerning the composition of the Pentateuch and exegesis of particular texts relevant to this topic. Left: A panel discussion at the 2016 “Exploring the Composition of the Pentateuch” conference Below: Participants in the 2018 “Exploring the Composition of the Pentateuch” conference Roy Gane is professor of Hebrew Bible and Ancient Near Eastern languages at the Seventh- day Adventist Theological Seminary.Andrews University ANNUAL REPORT 13Research OUR RESEARCH TEAM AT ANDREWS University led a global research project to survey the religious beliefs, attitudes and behaviors of members of the Seventh-day Adventist Church in 2017–2018. The project went very well, and our team, under the auspices of the Institute for the Prevention of Addictions, was awarded the contract again, now leading the 2021–2023 study. We were very impressed about how seriously the Church leadership took our findings, as they initiated actions in response to our findings. The 2017–2018 Andrews team was led by Duane McBride and Karl Bailey with Shannon Trecartin, Alina Baltazar, Petr Cincala and former Andrews faculty member Rene Drumm as co-investigators. For the 2022– 2023 project, Karl Bailey will take the lead (Duane McBride is semi-retired but will remain as a co-principal investigator), and we have added Shannon Trecartin as another co-principal investigator. Alina Baltazar, Petr Cincala and Rene Drumm will continue as co-investigators. This multi- departmental project includes faculty from the School of Social & Behavioral Sciences, the School of Social Work and the Seventh- day Adventist Theological Sem- inary and our colleague Rene Drumm, now at the University of Southern Mississippi. Petr Cincala also has the responsibil- ity for collecting data from five of the world divisions. We have just finished the process of developing the new questionnaire, working close- ly with global research teams and a committee at the General Conference as well as receiving input from the Biblical Research Institute. The quality of the input from our global research col- leagues was impressive. When data collection begins, a purpo- sive sampling approach will be used to ensure variance by size and location of the church within each of the 13 divisions. For consistency with past surveys, many questions from previous versions of the survey are included, and new questions are added to address current is- sues. The consistency of questions allows us to examine trends over time. Survey questions address such areas as demographics, disabilities, religious roles and behaviors, awareness of and participation in various Church programs, religious attitudes, and experiences, personal as well as family religious beliefs and prac- tices, experiences of abuse within the church, and belief in and ad- herence to the health message. In addition, questions about the impact of COVID-19 as well as use of social media have been added to this newest survey. Our church has been strongly affected by the pandemic, and it is important to understand the extent of the impact. Use of social media has also been added, to examine the increasing role of social media in general as well as in members’ spiritual lives. We also examine mental health conse- quences of social media use. We believe that these data will assist our Church in assessing the state of members’ beliefs and prac- tices, and in developing programs to address the findings. The General Conference has been very support- ive of our presenting and publishing the data in Church publications and professional associations (includ- ing the Adventist Human-Subject Researchers Association) as well as at wider scientific associations and publications. Two publications are in press, but we have published our first article in Dialogue Magazine focusing on the intuitive soul. It continues to be an honor to be part of the advancement of the mission of the Church, as well as to contribute to the scholarly under- standing of the role of beliefs and behaviors in members’ lives. The 2022–2023 Global Church Member Survey: Developing the Questionnaire by Karl Bailey, Duane McBride and Shannon Trecartin To read the Dialogue Magazine article, please visit https://dialogue.adventist.org/3382/.14 FOCUS WINTER 2021 ACADEMICS AN ANDREWS UNIVERSITY EDUCATION IS not limited to preparing our students for a job. It does immeasurably more than that. An Andrews University degree prepares our students to live their Seventh-day Adventist faith in ways that are informed by the richness of their academic disci- pline; to be independent learners and thinkers as opposed to merely reflecting the thoughts of others; to be informed contributors to demo- cratic ideals; and to be creators of knowledge as well as the judicious consumers of knowledge. It nurtures a quest for lifelong learning; it equips students to transition well to the next phase of their life—whether that means transitioning to a career or to graduate or professional school. Career development services are meaningful experiences that contrib- ute to this preparation for the next phase of our students’ lives. And be- cause of the University’s Title III grant funding, career development services will now be available to all students. In September 2020, Andrews University was awarded a U.S. Department of Education grant for $2.25 million. The grant aims to provide a path to success for at-risk students and to improve enroll- ment of minority students, focusing specifically on the Pokagon Band of Native American students in Dowa- giac, Michigan. Implementation of the plan includes assisting students in graduating within four years as well as funds for endowments and scholarships. The grant also provides funding to hire a career services advisor who will provide an array of rich career development services and oppor- tunities to students. The Center for Career Development will use a variety of resources designed to inte- grate career readiness into academic and non-academic programs and services. Every Andrews University student will be provided with oppor- tunities to identify and explore their life calling, then use the knowledge of that calling to inform their career choices. Career services at Andrews University will build on the premise that a career is really a calling or a vocation—and that one’s life calling is foundational to one’s career. According to the National Asso- ciation of Colleges and Employers (NACE), career services is concerned with the attainment and demonstra- tion of requisite competencies that, broadly, prepare college graduates for a successful transition into the workplace or graduate education. At Andrews University, career services will align the learning outcomes of the Andrews Core Experience (ACE), the official name for the Andrews general education package, and the NACE competencies. Thus, students who avail themselves of the services at the Center for Career Development will graduate with the distinction of an Andrews University degree as well as having the career readiness com- petencies identified by NACE. As such, Andrews University career services will equip students to exercise sound reasoning to analyze issues, make decisions and overcome problems—students will be able to obtain, interpret and use knowledge, facts and data in critical thinking or problem-solving processes and to demonstrate origi- nality and inventiveness. Additionally, students will be known for oral and written commu- nication skills that enable them to express ideas to others and share complex technical reports clearly and effectively; teamwork and col- laboration that enable them to build consensus; the ability to use digital technology ethically and efficiently to solve problems, complete tasks and accomplish goals; leadership and management skills that enable them to leverage the strengths of others to achieve common goals; professionalism and work ethic that demonstrate personal accountabil- ity and effective work habits; and intercultural fluency that empowers them to value, respect and learn from diverse cultures, races, ages, genders and religions. A life of meaning and purpose is a life that is in alignment with God’s calling. At Andrews, career services are tools and resources that we will use to help students discover their leadership and life calling and to provide the requisite services and opportunities to align their calling and their careers. Career Development Services at Andrews University U.S. Department of Education grant provides new opportunities for students by Christon ArthurAndrews University ANNUAL REPORT 15AcademicsAcademics The School of Architecture & Interior Design (SAID) will be offering an associ- ate’s degree in architecture beginning in fall 2021. Professionally accredited de- grees in architecture require a significant investment of time and expense, making an associate degree in the discipline a valuable opportunity for certain prospec- tive students—especially those seeking to become non-licensed architectural technicians or drafters. Inspired by the original Seventh-day Adventist education model promoted by Ellen G. White and others, the as- sociate degree program emphasizes mission-minded, practical and character- building training to prepare young people for godly service. Candidates who are motivated to help shape the built envi- ronment to uplift people and their whole health are invited to enroll. Skills in draw- ing, computer-aided drafting, building information modeling, digital rendering, basic construction documents, physical modeling and introductory design will pre- pare students to be effective in entry-level positions. Surrounded by a creative and collaborative learning environment, our practicing faculty is dedicated to helping students grow in their discipline and their walk with Christ. As the only Seventh-day Adventist school of architecture in North America, Andrews University is committed to providing an accessible option for architectural educa- tion at a competitive cost. With a tuition reduction of up to 70 percent, the program seeks to enable a life of ministry by reducing the burden of student debt. Upon comple- tion of the degree, students can choose to enter the workforce, pursue a related field of study, or continue in the professionally accredited Master of Architecture program (MArch) at Andrews University. Recently, three of our academic programs introduced degrees that provide pathways for access to Adventist education, both entry-level and advanced. The School of Architecture & Interior Design and the School of Business Administration now offer two-year degrees at highly discounted rates. These programs prepare students for a variety of careers and for further education. The School of Rehabilitation Sciences has designed a Doctor of Science in Occupational Therapy degree that prepares students to work in a university setting and as faculty for Adventist institutions, where there is a shortage. Andrews University is the heartbeat of Seventh-day Adventist education, and it is our continued hope to respond to the needs of both our students and our church. ARCHITECTURE Pathways to Adventist Education by Ariel Solis, chair, School of Architecture & Interior Design16 FOCUS WINTER 2021 Occupational Therapists (OT) have a strong career outlook with a faster than average projected growth rate of 16 per- cent from 2019 to 2029. The demand for OTs has led to a significant increase in the number of OT programs, yet the supply of adequately trained OT faculty has not kept pace. Most recently the American Occupational Therapy Association (AOTA) reported a 20 percent faculty vacancy rate and a projected 35 percent of OT faculty retiring by 2024. By God’s leading, the School of Rehabilitation Sciences (SRS) identified a “see a need, fill a need” opportuni- ty. The Doctor of Science in Physical Therapy (DScPT) is one of the SRS degree programs for physical thera- pists who seek to advance their career. For 20 years our Andrews University DScPT graduates have become faculty members in physical therapy programs across the nation and around the world. With such a well-established DScPT program and an excellent opportunity for new interprofessional collabora- tion through a shared common core of courses, it just made perfect sense to add a Doctor of Science in Occupational Therapy (DScOT) to meet the needs of the growing OT profession. The DScOT is an advanced academic doctorate degree that prepares clinicians to be practice scholars who teach both in higher education and the clinic, to be leaders and agents of change in health care, and to conduct applied research. The program will shape therapists into faculty leaders who innovate, use practical wisdom, integrate research, and embody lifelong learning while integrating their faith into the classroom. Graduates will be primed for teaching in a university setting, contributing to scholarly research, and leading the profession in evidence-based clinical practice. The School of Business Administra- tion has sought ways to innovate our programs and approaches to reach more students. As a result, we rede- signed our associate’s degree (AS) in business to create a pathway for those students who would love to have an Adventist education experience but haven’t found a way to afford enrolling on our campus yet. The AS in business is a two-year program that will hone a student’s knowledge and skills in accounting, management, information systems and marketing to successfully thrive in any business environment. The student will learn business skills along with Christian ethics and principles that will help them in their future employment. The program for an AS in business helps students develop the three key characteristics employers are look- ing for: management and accounting knowledge, business application skills, and marketing exposure. In addition, students are developing other skills also sought after such as integrity, collaboration, leadership and commu- nication skills. While taking the AS in business, they also experience college life on an Adventist campus, attending our wide variety of religious programs and making friends for life. How is this pathway innovative? Andrews University is offering the AS in business at a fraction of regular tuition, with each semester priced at $4,950. And after finishing the AS in business, graduates will be able to seek entry-level positions in business or in nonprofits, ready to face the work- force. If they decide to continue on to a four-year Bachelor of Business Admin- istration or other bachelor’s program, they can seamlessly transition into two more years of college. BUSINESS OCCUPATIONAL THERAPY by Kimberly Pichot, associate professor of marketing, School of Business Administration by Kim Ferreira, chair, School of Rehabilitation Sciences https://www.bls.gov/ooh/healthcare/occupational-therapists.htm American Occupational Therapy Association, https://www.aota.org/-/media/Corporate/ Files/EducationCareers/Educators/2017-2018-Annual-Data-Report.pdf Falzarano and Zipp, https://onlinelibrary.wiley.com/doi/full/10.1002/oti.1326 REFERENCES:Andrews University ANNUAL REPORT 17Academics Anthony Bosman, assistant professor of mathematics, approached virtual learning with a focus on the possibilities instead of the challenges. Developing a new class structure, he took both remote and in-person students into account, assuring that neither group was disadvantaged by the unique circumstances. Taking an innovative course design from the start, he implemented an asynchronous learning schedule, assigning students to watch lecture videos on their own time, then attend class every other day to problem-solve as a group. Anthony pre-recorded the lectures, which were skillfully shot and condensed into short, manageable 7–10 minute segments. The videos utilized a lightboard Anthony built with the help of alumnus Donavan Greenley. When the students met in class, they were put into socially-distanced or online groups, tasked with working together to solve a set of problems. Through the use of in-person and virtual whiteboard sessions, Anthony was able to assess and assist his students whenever they had questions. The new course structure also allowed access to homeschooled and academy students who otherwise wouldn’t have been able to engage in a high-level math course. Anthony observes, “Students report that they prefer this active learning approach over traditional lecturing, and we have seen improved student outcomes.” Anthony’s creative approach to his class de- sign demonstrated a future-oriented mindset. He acknowledges, “While COVID-19 has been disruptive, we have responded by reimagining how we teach to better serve our students on campus and beyond.” Beverly Matiko, associate professor of communication and English, encountered more change than she had bargained for in 2020. She says, “I’m only half joking when I tell people my technical competence ends with pressing a doorbell. Being forced to switch to remote learning made as much sense to me as giving a toddler the car keys and saying, ‘Have a good trip and don’t forget to write.’” Beverly found herself asking for more help than in her past 40+ years of teaching com- bined but discovered incredible support and compassion. She gratefully acknowledges, “I’ve been the recipient of superhuman levels of goodness and patience and generosity. The New Testament question ‘Who is my neighbor?’ is answered for me every day in so many ways.” Miraculously, learning still continued. Beverly worked hard to push herself out of her comfort zone, navigating newfound technical challenges. One of the strategies she employed involved reconfiguring her much-loved, in-person peer-review process to an online experience. Students were paired virtually and tasked with providing feed- back on essays through Google Documents. Afterward, Beverly met with the students individually on Zoom to go over their work. Though the experience was far different than the more spontaneous face-to-face interactions, her efforts to adapt promoted a collaborative learning environment, even in difficult times. As the year progressed with its triumphs and difficulties, Beverly continued to find joy—in teaching her students, helping them solve their challenges and bringing them closer to their goals. Teaching in a Changing Classroom When the COVID-19 pandemic hit, faculty had to suddenly adapt to teaching remotely, then to teaching a combination of remote and in-person students—and to always be ready to switch strategies at a moment’s notice. The professors featured here are representative of all those who found ways to effectively teach their courses and to genuinely connect with students from a distance. Our faculty have shown immeasurable ingenuity, creativity and courage as they redesigned courses, made significant leaps in digital tools and learned a number of new skills. We applaud you! by Isabella Koh18 FOCUS WINTER 2021 Desiree Davis, professor of social work and BSW program director, made connection a priority in a world now mediated largely through screens. Focusing on the power of community and networking, she worked to put the needs of her students first. Desiree initiated pre-semester check-ins to welcome her students to class, shared her excitement about the upcoming learning experience and built individual relationships with each of them. Through virtual meetings and calls, she talked students through any concerns, making sure they were each prepared for the course. She emphasizes, “I think that now it’s more imperative that we connect with our students on a deeper level so they don’t feel isolated or alone and they feel comfortable coming to us about questions or concerns.” The semester proved to be both challeng- ing and rewarding, and Desiree came out of it with a belief in the necessity of a growth mindset, not just for students but teachers as well. Over the course of the year, she made use of Zoom breakout rooms, polling options, and collaborative online post-it boards. In the future, she hopes to employ new strategies to create a continually improving learning envi- ronment, focusing on resilience, adaptation and flexibility. Her hope is that the Andrews community will utilize current relationships with each other. She says, “We can help build each other up and find ways we can collaborate, support and work with students. We’re a family. We’re in this together.” Cedric Vine, associate professor of New Testament and director of the MA religion program, faced a unique challenge in remote teaching. Engaging with students on the other side of the world, from Thailand, Romania, Hong Kong and mainland China, he instructed five remote courses, in part from his basement at home. Cedric’s classes met at unusual hours, from 7–11 a.m. and later from 8–10 p.m. Course- work had to be translated into different languages, and he good-humoredly recalls “marking Chinese language work using Goo- gle Translate on my little old iPhone.” Amidst the new experiences, Cedric gained important insight into the lives of his stu- dents as they operated within their cultures and families. He reflects thoughtfully on their deep spirituality and high commitment to the church, saying, “What I found most reward- ing about teaching students from the other side of the world was getting to know how they are coping spiritually in very difficult situations.” Inspired by opportunities for growth and change, Cedric incorporated a new evaluative structure into his courses that shifted focus from memorization and repetition of facts to creative, evaluative and analytical goals. He also integrated discussion and interactive ex- ercises into his classwork, giving his students problems to solve instead of answers. Cedric was encouraged by the quality of work returned by his students and is now working to introduce changes inspired by his remote-learning experience to the MA religion program as a whole. Tammy Shilling, associate professor of speech-language pathology and undergraduate program director, committed herself to active teaching and learning. By giving her students new, inventive ways to express their knowledge, she helped them immerse themselves in the learning process. When challenged with the reformatting of class structure and evaluation, Tammy creatively employed a number of online resources. In a graduate course, her stu- dents collaborated on virtual concept maps, displaying their understanding of class material in a thorough, integrated way. In her undergraduate anatomy and physiology class, groups of students worked within Google sites to create portfolios on the COVID-19 vi- rus and how it affects the different systems of the body. Adapting to the necessity of virtual end-of-semester assessment, she utilized a project tied to current issues to help students present their knowledge in a novel way. She explains, “Using this technology pro- vided a level of inclusivity and an opportunity for all students to participate in these proj- ects remotely or in-person. Teachers need to be open to new ideas, new methods and new technology.” Teaching in a pandemic has helped Tammy refine new skills. Recognizing that she has learned alongside her students and col- leagues, she encourages, “We are in a time where we can ‘think outside the box’ and be innovative in our teaching practices. We are making history, and that is exciting to me.” World Changers for a Changing World.Andrews University ANNUAL REPORT 19Mission & ServiceAndrews University ANNUAL REPORT 19 MISSION & SERVICE Students were given the opportu- nity to get involved in a plethora of service projects. Projects included creating care packages for the home- less in South Bend and filling purses for Paris Purses, an organization that provides beauty products for homeless women in Berrien County. We also wrapped books for foster children, filled shoe boxes with toys for Operation Christmas Child, and wrapped presents for children of the Greater Youth Movement, which provides at-risk youth in Benton Harbor, Michigan, with the tools they need to overcome adversity. As a student chaplain who spe- cifically overlooks service projects, I am proud to have intentionally curated these collective experiences alongside my colleagues in the Center for Faith Engagement. Witnessing the amount of dedication displayed by our school community was very inspiring. These projects fostered an atmosphere of love and the yearning to serve. Although planning five different projects was difficult to coordinate, knowing how much these packages and gifts meant to people made all of the preparation worthwhile. It made me realize how important it is to reach out and try to share the same love that Jesus Christ first showed us. There are many people suffering be- cause of this pandemic, and it was a privilege to plan an event that helped alleviate some of that suffering in our community. Hope Malabrigo On Thursday, Nov. 12, 2020, as part of Change Day 2.0, approximately 400 Andrews students in small groups participated in Change Projects. This service opportunity provided a way for students to remain engaged and active in the community while following COVID-19 safety guidelines. Change Day 2.0 ABOVE: Preparing care packages for distribution in South Bend, IndianaNext >