The University of Minnesota Digital Conservancy (UDC), home to over 81,000 items, is “a venue for faculty to deposit open access copies of their scholarly work and a showcase for select student works, such as dissertations and honors theses. It is also home to the Data Repository for the University of Minnesota (DRUM), and centralized, searchable access to institutional digital records including those of the University of Minnesota Archives.”   The University of Minnesota Duluth joined the UDC in spring 2017 and recently added its 11,000th item. That means that of the overall 81,000+ items in the UDC, 11,000 of those were submitted by the UMD community. The 11,000th item is a Natural Resources Research Institute (NRRI) Technical Report titled “Grower's Guide for Hybrid Poplar Plantations for Biomass Production.” The report was developed in partnership with University of Minnesota Extension and seeks to “provide practical advice for the establishment and maintenance of hybrid poplar plantations.” UMD’s Natural Resources Research Institute collection in the UDC contains hundreds of technical reports, newsletters, maps, and more. The NRRI “delivers research solutions to balance our economy, resources and environment for resilient communities,” and the Digital Services unit of the Kathryn A. Martin Library helps the NRRI preserve and provide access to their materials through the UDC. Other recent additions to the UDC include Student Handbooks (1933-1988), Women’s Soccer and Hockey programs (1997-2017), Office of Sustainability Newsletters and News Articles (2014-2020), KUMD Airwaves and Other Program Guides (1979-1994), and over 30 Undergraduate Research Opportunities Program (UROP) posters and reports from this past year. Learn more about or browse the University Digital Conservancy as a whole, or if you prefer you can browse UMD’s collections within the UDC. 

After serving as a faculty member at UMD since 1990, Bruce Peckham retired from the Mathematics and Statistics department at the end of this spring semester. His career at UMD spanned 30 years, but his life didn’t begin in Minnesota. Peckham spent his early years in Canton, New York, which is just a dozen miles from Potsdam in the northwest part of the state. Peckham earned his A.B. (with honors) in mathematics at Hamilton College (also in New York) in 1977. From there, he worked as an actuarial analyst at the Paul Revere Life Insurance Company in Worcester, Massachusetts for two years. He then transitioned to a position at Delbarton School in New Jersey for three years, teaching mathematics, physics, and computer science (and coaching soccer, hockey, and lacrosse). In 1982, Peckham moved to the University of Minnesota as a teaching and research assistant. He worked under Richard (Dick) McGehee while at UM, and in 1988, he earned his PhD in mathematics. He held a visiting position at Boston University, but the draw of Minnesota was too strong, and in 1990, Peckham returned to the state, this time to serve on the faculty of University of Minnesota Duluth. Except for brief sabbatical stints as a visiting scholar in France, New Zealand, England, and the University of Colorado, he has taught and completed research at UMD for the last three decades. Throughout his UMD career, Peckham taught a wide variety of courses, from Calculus I and II (including honors versions of these courses) for first-year students, to courses which are closely related to his own area of research interest. The latter include courses in differential equations with linear algebra (which is often completed by undergraduates in their second or third years), real analysis (MATH 5201 and MATH 8201), Dynamical Systems (MATH 5260), and Modeling with Dynamical Systems (MATH 5270). Students have greatly appreciated Peckham’s work in the classroom – he often receives very strong end-of-semester evaluations. His success in the classroom has been recognized by UMD over the years: In 2010, Peckham received the UMD Blehart Distinguished Teaching Award and in 2015, he received the UMD Swenson College of Science and Engineering Sabra S. and Dennis L. Anderson Scholar/Teacher Award for his contributions to both teaching and research. Peckham’s influence on his students went well beyond the classroom. In his time at UMD, he was happy to involve his students in research projects related to his own area of interest – dynamical systems. Over the course of his career, he supervised the research of 25 graduate students and 25 undergraduate students, where the vast majority of the latter projects were part of the university’s honors program or the Undergraduate Research Opportunities Program (UROP). A number of these students went on to work as co-authors with Peckham on some of his publications, providing wonderful experiences for those who may wish to obtain jobs in academia in the future. For his work as an advisor, Peckham received the 2010 UMD Swenson College of Science and Engineering Advising Award. Peckham remained active as an advisor to the very end of his career – in May 2020, he witnessed the completion of the work of one of his student’s UROP projects as well as the completion of the project of one of his MS students. Peckham has remained research-active throughout his career. He was continuously funded by the NSF’s Division of Mathematical Sciences for a dozen years (1992-2004), and 19 of his peer-reviewed publications are noted in the American Mathematical Society’s Math Reviews. One of the co-authors of his last cited paper in Math Reviews is Dick McGehee, Peckham’s former PhD advisor! He has served as a referee for several mathematics journals as well as the NSF and NSERC (in Canada). Peckham’s work at UMD goes beyond teaching and research. He has also been active in the realm of service while at UMD. He has been a member of numerous committees at the department, college, and university level. And he served as Associate Department Head for Mathematics and Statistics (2013-2016) as well as Department Head (2016-2019). So what lies ahead for Bruce Peckham? As a researcher in dynamical systems, he knows that we can’t know everything about the future with certainty. (Think “sensitive dependence on initial conditions” or “the butterfly effect”.) But some things are certain – Peckham will continue to enjoy playing hockey as often as he can, and the extra time will also allow him to work on a number of neglected house projects, complete some research projects that are unfinished, and hike the full length of the Superior Hiking Trail with his wife Kathryn. We wish Bruce the very best as he works on these tasks and enjoys this new chapter of his life.

Nora J. Curtis Austin, Minn. Major - Biology; Minor - Professional Writing I had to run experiments at midnight, on the dock. I would bring a friend, and we'd run the experiments, talk about science, look at the stars, and listen to the sound of the ocean.” Nora is a biology major at UMD currently studying the communication habits of the Oyster Toadfish and how climate change may impact the habits of sea creatures. Cole Glenna Shafer, Minn. Major - Mechanical Engineering; Minors - Materials Science for Engineering and Hispanic Studies Cole is investigating the mechanical properties of 3D printed surgical hernia meshes and comparing them to traditional methods of manufacturing hernia meshes. “My project will add to the information about the applications of 3D printing implantable medical devices to create medical devices that lead to more successful procedures and increase the quality of life of patients.” Drew Glenna Taylors Falls, Minn. Major - Mechanical Engineering; Minor - Mathematics Drew’s research involves writing calculations that he applies to a pebble bed reactor, where pebbles are the fuel and helium is the coolant. “As a young kid, I watched 'The Simpsons' on television, which sparked my curiosity in nuclear power. I hope to become a nuclear engineer to improve the thermal efficiency, cost, and safety of nuclear reactors." Morgan Hohn Woodbury, Minn. Major - Communication Sciences and Disorders; Minor - Early Childhood Studies Morgan’s research uses eye gaze technology to help children with Cortical Visual Impairment. “Doing research has allowed me to take a tiny step into what language therapy is like. It’s a glimpse into my future career." Jenessa Iverson Staples, Minn. Majors - Musical Theatre and Hispanic Studies Jenessa has spent the last semester writing parts of a musical, entitled “Letters to Someone: The Musical.” According to Jenessa, the musical explores the life of a bisexual woman; her trials and tribulations; and her journey to find and love herself. “More than anything, this story is about the journey to acceptance. I hope that [the audience] can see the humanity in the characters, and the humanity in me. We are all people, plain and simple.” Elayna Meyer Red Wing, Minn. Major- Chemical Engineering; Minor - Environmental Engineering Elayna’s project measures how much lead in contaminated water can be absorbed by duckweed, a plant that commonly grows in water. “Harmful levels of metals and minerals in water [means] bad news for plants, animals, and especially ourselves. Using plants like duckweed to treat water could be a cost effective and efficient way to keep our environment healthy and safe.” Rachel Miller Glen Elder, Kan. Major - Psychology; Minor - Biology Rachel is working to find a connection between young children’s spatial acuity and empathy levels.“The coolest things about this project for me were working with children and being able to work alongside faculty mentors who truly loved the research topic. It was inspiring and comforting to see them... pour their knowledge and hearts into the research project alongside me.” Sam Nesheim Brainerd, Minn. Major - Environmental Science; Minor - Biology Sam is a UMD undergraduate researcher investigating water temperatures from different sources to better understand trout behavior. “I am taking field samples and various water chemistry metrics of a north shore stream around a deep groundwater spring during the winter. If I can show that the spring provides significant winter streamflow at a significantly warmer temperature than the regular streamflow, it could end up being a key element in trout survival during the winter.” Emily Ostrand Mahtomedi, Minn. Majors - Psychology and Communication Sciences and Disorders; Minor - Hispanic Studies Research can create empathy. Emily Ostrand’s undergraduate research is on the efficiency of communication devices for those who cannot communicate verbally. “This [project] gave me a better understanding of what it would be like to have to rely on one of these devices to communicate on a daily basis.” Caleb Slegh Owatonna, Minn. Majors - Finance and Marketing Caleb’s research delves into the world of the eSports industry in terms of history and expansion. This includes looking at the prominence that eSports may have in the future. “I believe that the stereotypes around gaming competitively…  should be addressed so our communities can come together… just as we do with traditional sports.” Danielle Stolze Williamsburg, Iowa Major - Geology; Minor - Journalism Danielle and her classmates are looking at rocks from near Soudan, Minnesota, and northern Ontario to compare their mineral composition. “The rocks that are here today can tell us so much about the Earth’s past. It’s hard to imagine what the Earth was like back then, but looking at these rocks can give us clues about that. Plus, holding a rock that has existed for over two billion years is kind of amazing.” McKenna Walker Eau Claire, Wis. Major - Psychology; Minor - Communication Not all research is working with numbers and equations; some involves people. McKenna Walker’s project studies the signs and causes of jealousy in different relationships. “This project sheds a light on today's current relationships, and includes recognition to all gender identities, sexual orientations, and diverse relationships.” Top image: Elayna Meyer  About the UMD Undergraduate Research Opportunities Program  

Financial Markets Finance major and UMD Honors student Jordan Thorpe's capstone project “The Influence of Intuition on the Decision-Making of Investment Analysts” was accepted by the Administrative Sciences Association of Canada (ASAC) for presentation at its June international conference. Having her project selected at an international professional conference is a significant feat. “Almost never do you see an undergrad present,” said Geoff Bell, associate professor of management. “Most presentations will be done by faculty or doctoral students. It is my hope that this will expose Jordan's intellect and abilities to many scholars who, hopefully, will encourage her to pursue a PhD,” added Bell, who was also Thorpe’s faculty advisor for the project and her co-author. “I helped her understand the totality of a research project, particularly when she was itching to get to ‘the fun part,’” he said. Thorpe started this project as a junior last in the spring of 2019, not only as an honors capstone project but also as part of the Undergraduate Research Opportunity Program (UROP). The paper takes a look at “whether the type of trader (fundamental, technical, balanced) as well as the traders' experience, influences their use of intuition in trading decisions,” said Thorpe. “This study interests me because I am in the Financial Markets Program, and I am interested in the stock market as well as how professional traders succeed. I wanted to learn more about how traders make decisions, which led me to ask, ‘To what extent do traders rely on intuition or rational decision-making and why?’" Thorpe, who graduated this spring, knows the value that her capstone project as well as having been in the Financial Markets Program has provided her for her career of being a Buy-Side Equity Analyst while completing her Chartered Financial Analyst (CFA) certification. “This project has helped me engage my mind in multiple different ways,” said Thorpe. “Throughout this project I had to be able to see things from a variety of angles, re-work my thinking on a lot of things, and be able to admit when an original assumption was wrong. While at times frustrating, this experience helped me work through these issues and train my brain in a way that will be very beneficial throughout my career.” “Jordan has a rare ability to grasp issues VERY quickly,” said Bell. “She is one of the brightest people I've worked with.” “I am excited that my work has not only helped me look at things differently but also piqued the interest of others. I hope that people at ASAC will enjoy my research as much as I have and that this will be a great way to help me jumpstart my career in the investments industry.” However, due to the COVID-19 pandemic, presenting at ASAC will be an online event experience rather than in St. Johns, Newfoundland, Canada. Thorpe’s research paper will also be submitted to a professional journal for publication.

Internships form the capstone of many academic programs, providing real-life experiences to help students succeed in their fields after graduation. But for some career paths, like speech-language pathology, experiential learning isn’t just helpful, it’s required. In addition to academic coursework, graduate students training to be speech-language pathologists (SLPs) in UMD’s Department of Communication Sciences and Disorders (CSD) must complete 400 hours of supervised internships to become certified for eventual employment. The coronavirus pandemic created a dilemma for students during spring semester, as their internships at hospitals and schools were quashed. “This left a lot of students halfway through the semester without the clinical hours they needed for certification,” explains Ashley Weber, clinical instructor. Faculty in CSD took quick action on behalf of their students, reaching out to organizations that provided services via telehealth and used connections with alumni of the program to help secure supplementary internship placements. It proved to be a creative solution that allowed students to continue providing direct client care. Thanks to this effort, seven students who had been left in the lurch when their internships were canceled were able to attain the hours needed for certification in time for graduation. Students worked with several different entities to deliver virtual speech therapy through interactive online platforms to kids ranging from age 3 to 18. A Collaborative Effort Some of the contracts Weber helped set up for students were with organizations that were in the process of adapting their services to enable teletherapy for the first time. She praises the preceptors for taking on students in the midst of this crisis. “Their willingness to still support students in this chaotic time was unbelievable,” Weber says, noting that students are now in a better position to obtain employment and serve clients because they have teletherapy experience. “It was an experience they would not have received otherwise, so there’s a silver lining here.” Kelsey Ernste, speech-language pathologist for the Minnesota State Academies for the Deaf and Blind, was one of the preceptors. As a proud alumna of the UMD program, she was happy to help supervise the students. “Ashley helped streamline the process and made it easy to onboard the students. The support from UMD is what made it successful from the beginning,” she says. Ernste admits that she was learning right along with students during the organization’s transition to delivering teletherapy but she points out that educators are used to problem-solving on the fly and improvising. “That made the transition less daunting,” she says. “We were able to deliver quality services from the get-go.” Setting up good communication guidelines with students was key to success, according to Ernste. She employed tools like texting, Google chat, and Zoom to make sure students got regular feedback and opportunities to ask questions. “The students themselves were great. They were ready to roll up their sleeves and dive in and learn whatever they could,” she says. “They had a beneficial attitude and willingness to participate, learn, and make mistakes.” Advancing Student Learning Teletherapy opened up valuable opportunities for student internships outside of Duluth. When Sommer Heikkila’s internship at St. Luke’s was called off in the beginning of March, she was nervous. “I’ve been working at this for 6 years. To come up 50 clinical hours short would be devastating,” she says. Heikkila is grateful to her UMD instructors for quickly finding her a telepractice alternative. She was placed with the Bold School District in Olivia, MN with a supervisor that didn’t know much about teletherapy but they worked through that together. “My preceptor was awesome. We both learned how to do it together,” says Heikkila. “In the first week, I had to learn 40 new kids. I jumped right in and basically started treating them right away.” Like Heikkila, Erika Klang's internship at a local hospital ended early due to the coronavirus. “It was sad and also very stressful and overwhelming because I needed 30 more hours for certification,” she says. Klang was placed at the Minnesota State Academies for the Deaf and Blind under Ernste’s supervision. She hadn’t previously worked in a school setting or with children who were deaf or hard of hearing. Even though Klang isn’t fluent in ASL, she was able to provide services with interpreting assistance. “That was another challenge and opportunity to grow in my internship,” she says. Both students learned that it can be tricky to build relationships and hold a younger child’s attention during a therapy session when you’re not in-person. They adapted by incorporating advice from their supervisors and peers. They also enlisted creativity and online resources. From changing Zoom backgrounds to be more engaging to playing interactive games, they found ways to succeed. They emerged from the experience with more confidence in their abilities. Though Heikkila still prefers in-person therapy sessions, she enjoyed learning about teletherapy firsthand and sees that it can be a valuable tool. “In our coursework, we just talked about telework. It’s great to know that I can do it,” she says. Heikkila is thankful to have been offered a job before the pandemic began. She’ll be starting at Mercy Hospital in Moose Lake in July, working with a range of clients both at the hospital and in their homes. Klang will be on the job market after graduation and she feels well-prepared after this internship. “It’s nice to have had that experience that I can put on my resume,” she says, noting that the SLP job openings she has seen lately have indicated a preference for teletherapy experience. “I’m grateful for having had the opportunity to have the experience and gain the knowledge from it. I’m not sure what’s going to happen in the future but it’s an experience I’ll be able to use in my future career.” Pictured at top: Erika Klang and Sommer Heikkila Learn more about UMD's Communication Sciences and Disorders program.

The UMD Center for Regional and Tribal Child Welfare Studies (CRTCWS) is leading a new initiative to educate and train all child welfare workers in Minnesota to provide culturally responsive services to American Indian families. Jeri Jasken was just hired to direct the Aabinoojiiyag-Wakhanheza Un Thantanhanpi – For all the Children - Sacred Being: Tribal Training and Certification Partnership (TTCP). An enrolled tribal member of the White Earth Nation, Jasken brings more than 24 years of personal and professional experience to this role. “We are looking forward to Jeri bringing her skills and passion to the new venture!” says Bree Bussey, director of the CRTCWS. “She has been a tireless advocate for effective ICWA implementation and compliance and is sought out by tribes across Minnesota and beyond for her technical assistance.” Jasken holds bachelor’s degrees in psychology and English from Concordia College in Moorhead. She directed both the Indian Child Welfare (ICWA) and Behavioral Health programs at the White Earth Nation and has assumed many state-level leadership roles including chair of the Indian Child Welfare Advisory Council. Over the last decade, Jasken has been honored by the United States Children’s Bureau for her work in child welfare. She has led programs that received the Minnesota Department of Human Services Commissioner’s Circle of Excellence Award, both for tribal child welfare programming and for holistic treatment programming for pregnant women. She was also honored with a distinguished leadership award for her work in advancing addiction treatment by the Minnesota Association of Resources for Recovery and Chemical Health. Under Jasken’s leadership, White Earth became one of two American Indian Child Welfare Initiative tribes in Minnesota, taking exclusive jurisdiction of its own tribal child welfare programs. This led to improved outcomes including increased family preservation, a reduction in out of home placements, and improved wellbeing indicators for families. She has expertise in direct practice and organizational management as well as policy development and implementation. The CRTCWS, based in UMD’s Department of Social Work, is recognized as a leader in the state and nationally for its comprehensive and culturally responsive approach to training child welfare workers to work with American Indian families. The center’s collaborative method engages tribal leaders and government entities. Its overarching goal is to prevent out-of-home placement of American Indian children by enhancing social work practice. Currently, Native children in Minnesota are placed in foster care at a rate that is 18 times that of their white peers. All Minnesota child welfare workers and their supervisors will be mandated to attend a two-day training conducted by TTCP, which is being developed in partnership with the state’s tribal leaders. The training aims to advance knowledge of tribal systems and compliance with the Indian Child Welfare Act to reduce disparities that exist statewide. The TTCP was created through a joint powers agreement between the CRTCWS Department of Human Services and the University of Minnesota Twin Cities Child Welfare Training Academy. The partnership is working on a legislative proposal to secure sustainable funding from the state. Learn more about the Aabinoojiiyag-Wakhanheza Un Thantanhanpi – For all the Children - Sacred Being: Tribal Training and Certification Partnership. The Center for Regional and Tribal Child Welfare Studies is based in the UMD Department of Social Work. It prepares students to become effective child welfare practitioners, particularly in working with American Indian families. The Center partners with tribes, county agencies, and nonprofits in Minnesota to help improve American Indian child welfare practice and reduce the disparities experienced by families in the child welfare system.

“I want to work anywhere that benefits Native people.” “I want to support my tribe and protect its natural resources.” These were some of the statements made by the first graduating class of the Master of Tribal Resource & Environmental Stewardship (MTRES) program. Shannon Kesner, who already holds the position of wetland specialist with the Fond du Lac Band, in Cloquet, Minn., says she is gaining a deeper understanding about the environment. The program makes clear that the “quality of our natural resources affect the health of our people, especially the quality of the water and air,” she says. Tadd Johnson and Kekek Jason Stark (standing) with MTRES students. Another student, Thomas Howes, who works with the Fond du Lac Band’s natural resources program, says the program is not only academic. “We study other approaches, and we can apply that wisdom. I appreciate seeing how the world turns in Indian Country.” Kesner and Howes join two other students to make the first MTRES graduating class. The group is led by Professors Kekek Jason Stark, a Turtle Mountain Ojibwe, and Wendy F. Smythe, Alaska Native Haida. Kekek is an alumnus of Hamline University School of Law. He came to UMD with a long history commanding classrooms and courtrooms and serving tribal groups across the Midwest. Smythe is a geoscientist and oceanographer who received her Ph.D. from OHSU Center for Coastal Margin Observation and Prediction in Portland, Oregon. MTRES faculty Kekek Jason Stark and Wendy F. Smythe The program concept for the MTRES program came when Wayne Dupuis ’87 at Fond du Lac approached Rick Smith, director of the UMD American Indian Learning Resource Center, and Tadd Johnson, now the senior director of American Indian Tribal Nations Relations for the University of Minnesota. During the following three years, they worked with UMD professors Howard Mooers, Jim Zorn, Rachel Breckinridge, and scores of others to develop MTRES. Smith, Johnson, and others from UMD met with natural resource managers in tribes across the Northland to get input. Johnson said, “MTRES is a program designed by Indian tribes for Indian tribes.” Students participated in person and from remote locations in the MTRES program. The remote access feature of the program made it easy to switch to an all-online format when COVID-19 shelter-in-place protocol was instituted in March 2020. Mark Pero, an MTRES class member from the Bad River Band, a tribe in Wisconsin, says, “Tobacco led me here.” He found out about the program and felt “an instant connection,” a connection he considers sacred, the same way tobacco is sacred to him. Ever since Pero was a child, he has felt that “our people and the environment go hand in hand.” Pero enjoys the reading assignments, the class projects, and the discussions. “I know the program is leading me somewhere I need to be,” he says. They all agree; MTRES is meaningful on a career level and a personal level as well. Banner photo (above): The Grand Portage Tribal Council supported the use of an image of the tree called Manido Geezhigaynce (Little Cedar Spirit) as a symbol for the UMD MTRES Program.  The council stated. "We feel that the  dedication the program shows a stewardship of natural resources and respect for Anishinaabe culture."  This photo of the Spirit Tree is by Travis Novitsky. It hangs in the UMD American Indian Studies classroom. About the Master of Tribal Resource & Environmental Stewardship (MTRES)

Disability Resources held its first annual “Recognizing Access Award” which recognizes individuals and groups for creating meaningful access and inclusion at the University of Minnesota Duluth. Awards were given for the 2019-2020 academic year. Among the recipients announced were three staff from the Kathryn A. Martin Library, and are as follows:  Adam Brisk, Research & Learning Doreen Hansen, Systems Teresa “Tess” Linval, Access and Collection Services Disability Resources will be sharing nominations throughout the month on their Twitter account; @UMD_DR. Please join us in congratulating Adam, Doreen, and Tess for their contributions to access and inclusion!   

It’s no coincidence that artwork has increasingly popped up on the traditionally stark walls of healthcare facilities in recent years. Research has demonstrated that art can have healing effects on the sick. UMD public health students, led by Azrin Awal, started working with the Foundation for Photo/Art in Hospitals earlier this year to bring healing photography to the UMD Health Services building. The students initially installed 15 pieces. Public health major Mel Peirson and her classmates continued their work this semester by fundraising for additional photos. The Foundation for Photo/Art in Hospitals was established in 2002 to help provide a more soothing atmosphere in hospitals in order to reduce stress and facilitate healing. Peirson is one of several students involved in the Health Services project. The public health major at UMD requires a capstone course that many students take during their senior year. During the course, students participate in volunteer work of their choosing that contributes to their community’s public health. Associate Professor Ladona Tornabene teaches the course, titled, “The Health Education Specialist: Skills and Application.” Tornabene notes that students also have the opportunity to participate in this project through a study abroad program in Italy, where Elaine Poggi, the nonprofit’s founder, is located. The program was canceled for the May 2020 session due to the COVID-19 pandemic but is planned to continue once again next spring. Photos selected by the foundation highlight the beauty and peace of nature scenes from around the world. Photographers can submit their work for use by the foundation and photos are subject to approval by Poggi. Hospitals and clinics can then choose which works to display in their clinic. Peirson chose to work with the Foundation for Photo/Art in Hospitals because she “truly believes that art helps people heal and spark love and creativity.” She notes that photos from the foundation end up all around the world, which makes the photos at UMD even more special. “Being a student that uses Health Services for medical appointments and counseling services, I spend a lot of time there,” says Peirson. “After the first installation of photos was placed in health services I already started to feel a greater sense of peace and welcoming. Yet, there were still some bare walls that needed some healing touch. So we created a fundraiser and were able to get 15 more photos to be placed at Health Services.” The fundraiser hosted by Peirson and fellow classmate Morgan Wittman, raised $535 to contribute toward the installation of the additional photos. This fundraiser allowed an additional 15 pieces to be placed at Health Services for a total of 30 photos. Peirson adds that the photos are “especially important right now to help bring hope and love to the nurses providing care and the students that are still using Health Services during this uncertain time.” Dori Decker, health educator and wellness coordinator at UMD Health Services, is thrilled with the results of the student-led effort. "The photos really do make a big difference in creating a more relaxed environment in our clinic and we are grateful for the students' efforts to get them here!” she says. Pictured at top: Adam Johnston, Kelly Lanigan, Azrin Awal