College of Public Health

4-VA project brings 'serious' games to nursing education

Mary Cunningham — Wed, 21 Oct 2026 18:59:04 +0000

4-VA project brings 'serious' games to nursing education Mary Cunningham Wed, 10/21/2026 - 14:59

In This Story

Undergraduate nursing education often presents students with large content volumes and limited collaborative engagement, particularly in medical‑surgical courses. Yanika Kowitlawakul, associate professor in 911��’s College of Public Health, School of Nursing, saw a unique opportunity to utilize “digital escape room games” (DERGs) to provide an innovative approach to enhance engagement while fostering collaboration, critical thinking, and clinical judgment.

The 4-VA Team: (l to r) Kowitlawakul, Scrivner, James, Brooks, Guingab, Enfield

After attending a presentation by Virginia Serious Game Institute’s (VSGI) Jacob Enfield at 911��’s annual Innovations in Teaching and Learning conference, Kowitlawakul was intrigued by the work conducted at VSGI. She recognized the potential to support the design, development, implementation, and evaluation of DERGs aimed at addressing health-related decision making processes in her medical-surgical nursing course. She saw particular value in leveraging these innovative learning approaches to enhance engagement, collaboration, problem-solving skills, and academic performance among undergraduate nursing students.

However, Kowitlawakul reasoned, the effort would be greatly enhanced with a broader wisdom and knowledge base from nursing programs at other 4-VA schools. Consequently, she called upon Gretchen Wiersma, associate professor and Registered Nursing – Bachelor of Science in Nursing Program Coordinator at UVA and Michelle K. Edmonds, associate professor and associate dean of the Undergraduate Nursing Program at VCU to join in the 4-VA effort.

Kowitlawakul also included on the project a supporting group of volunteers from the 911�� community including Amanda Brooks, associate professor, BSN and ABSN program coordinator at the School of Nursing, and Terri Ann Guingab, an instructional designer, who both helped develop case scenarios, reviewed prototypes, provided feedback, collected pre- and post-test data, and evaluated and disseminated the results.

At VSGI, Jacob Enfield recruited and supervised the student workers on game design, conducted the study, and provided feedback throughout the production. Enfield’s students, Alexander Scrivner and Alex James, served as the project’s game artist and programmer, respectively, bringing the games to life.

Kowitlawakul was focused on ensuring the games created a real difference in students’ understanding of protocols, supported by data and results. She notes, “Limited evidence exists regarding how variations in game complexity might influence students’ learning experiences and outcomes. Our study was designed to specifically compare two digital escape room games — one on acute myocardial infarction (AMI) and the other on increased intracranial pressure (ICP) and closely examine students’ experiential and perceived learning outcomes as well as factors associated with problem-solving confidence.”

Both games were integrated into a 15-week medical-surgical nursing course in spring 2026. Seventy-five students participated in the AMI game and 52 in the ICP game.

Following that, a cross‑sectional design was employed, incorporating pre‑ and post‑quiz assessments and validated questionnaires. The results indicated that students spent more time and made more incorrect attempts in the ICP game, reflecting its higher complexity. Both groups demonstrated improved post‑quiz scores, indicating successful knowledge acquisition. Stress levels were higher during the AMI game, which was introduced earlier in the semester. Strong positive correlations were observed among problem‑solving confidence, collaboration, satisfaction, enjoyment, and creativity, particularly in the ICP game, suggesting that increased complexity may further enhance learning outcomes.

The findings of this study have several important implications for nursing education, particularly in medical–surgical courses. First, the results support the integration of DERGs as effective and engaging instructional strategies. Both the AMI and ICP scenarios promoted learning and engagement, suggesting that game-based approaches can enhance students’ active participation and knowledge acquisition in complex clinical topics commonly taught in medical-surgical curricula. Second, the influence of task complexity on performance outcomes highlights the need for careful instructional design. More complex scenarios, such as the ICP DERG, may increase cognitive demand and stress, which can negatively affect learning and confidence.

Third, the findings emphasize the importance of collaborative learning and peer interaction, particularly in early learning experiences. Incorporating structured teamwork and opportunities for discussion can help students build confidence in problem-solving, especially when first introduced to game-based learning strategies. Finally, given the negative impact of stress, especially in more complex scenarios, educators should consider strategies to monitor and manage student stress, such as providing clear instructions, debriefing sessions, and supportive learning environments. This is particularly important in medical-surgical education, where students must develop confidence in managing high-acuity clinical situations.

With the hard work completed, the team is now sharing their findings through a variety of journals and conferences. The response has been very positive and the team has already received requests from nursing schools around the country, as well as China, who have an interest in obtaining the games, creating their own similar games, or want to collaborate in additional work. The group is now preparing proposals for external funding to expand the project.

“This grant not only allowed us to explore scalable, game-based learning strategies that can be shared nationally and internationally, but also strengthened my personal teaching approach,” concluded Kowitlawakul. “Connecting with Gretchen, Michelle, the folks at VSGI, and nursing students was an inspiring experience that brought so many great ideas to the collective table for this project. It was energizing to collaborate with such a diverse and talented group working toward an important goal.”

This story was originally posted on the 911�� provost site.

Topics

CPH - School of Nursing

4-VA at Mason

Virginia Serious Game Institute

Nursing Research

Research

College of Public Health

innovative classes

One in five young adults in the U.S. experience daily anxiety

Heather Carroll — Tue, 20 Oct 2026 20:31:01 +0000

One in five young adults in the U.S. experience daily anxiety Heather Carroll Tue, 10/20/2026 - 16:31

Key Takeaways

Anxiety diagnoses among young adults increased from 17.9% in 2020 to 23.4% in 2024, according to a new 911�� study, with higher rates among women and lesbians, gays, and bisexuals.
The study examined how overlapping identities, including race, sex and sexual orientation, relate to anxiety disparities.

In This Story

Melissa L. Villodas, PhD, LMSW, LCSW-A

Nearly one in five young adults in the United States reported feeling anxious every day in 2024, up from 15% in 2020. Over the same period, the odds of receiving an anxiety diagnosis as well as use of prescription anxiety medication each rose by roughly a third.

Melissa Villodas Assistant Professor, Social Work. Photo provided

The overall increase in anxiety varied by race and ethnicity, sex, and sexual orientation, according to a new study by 911�� researcher Melissa Villodas. The research found higher rates of anxiety among women and lesbian, gay, and bisexual (LGB) young adults than among their peers. Racial and ethnic differences were less clear-cut, varying by whether researchers looked at anxiety symptoms, diagnoses, or medication use and by sex and sexual orientation.

Published in the American Journal of Public Health, the study explored anxiety among nearly 11,000 U.S. adults ages 18 to 25. While most research considers demographic characteristics separately, Villodas and her colleagues studied them in combination to reveal differences that might be overlooked.

“Rather than assuming that all young adults experience anxiety in the same way, these findings underscore the importance of considering the multiple social identities and contexts that shape experiences with anxiety,” said Villodas, an assistant professor in the Department of Social Work at the College of Public Health.

Why it matters

Young adulthood is a vulnerable phase for the onset of mental health problems, and anxiety was already rising in this age group before the COVID-19 pandemic. The study can’t establish what caused the increases after 2020, but the researchers say its findings warrant attention to possible lasting impacts from the pandemic.

The research also offers a more specific picture of which young adults need support and raises questions about whether groups with fewer diagnoses are facing obstacles to get help.

Key findings

The researchers analyzed National Health Interview Survey responses between 2020 and 2024. Key findings included:

Daily anxiety, diagnoses, and medication increased. Daily anxiety rose from 15% to 19.5%, reported anxiety diagnoses increased from 17.9% to 23.4%, and prescription anxiety medication use rose from 9.8% to 13.3%. Despite the increase in daily anxiety, the intensity of anxiety respondents reported didn’t change significantly overall.
Nearly half of LGB young adults reported an anxiety diagnosis. In 2024, 44.6% reported having received a diagnosis, compared with 18.5% of straight young adults. Prescription anxiety medication use among LGB respondents doubled from 12.9% in 2020 to 26% in 2024. Among straight respondents, it increased from 9.3% to 10.4%.
Women consistently reported higher rates than men. In 2024, 32.1% of women reported having received an anxiety diagnosis, compared with 14.7% of men. About one in four women reported daily anxiety, and one in five took prescription anxiety medication.
Differences also emerged within racial and ethnic groups. Hispanic LGB young adults had about 4.7 times the odds of taking anxiety medication as their straight Hispanic peers. Black women had higher odds of an anxiety diagnosis and medication use than Black men.
Fewer diagnoses didn’t necessarily mean milder anxiety. In 2024, 31.3% of non-Hispanic White respondents reported an anxiety diagnosis, compared with 12.7% of non-Hispanic Black respondents, and 15.3% of Hispanic respondents. But across the study period, Black and White young adults did not differ significantly in reported anxiety intensity. The researchers noted that access to care, stigma, and differences in how symptoms are recognized might help explain the disparities.

Villodas’ coauthors were Alexandria B. Forte of the University of Connecticut, Hayden C. Dawes of Bryn Mawr College, Michelle R. Munson of New York University, and Mansoo Yu of the University of Missouri.

Thumbnail photo provided by BillionPhotos.com

Topics

Women's Health

Anxiety

LGBTQ+

Medication Assisted Treatment

Research

College of Public Health

Student and faculty researchers team up to drive societal change

Susan Martonik — Wed, 14 Oct 2026 16:47:47 +0000

Student and faculty researchers team up to drive societal change Susan Martonik Wed, 10/14/2026 - 12:47

This summer, classrooms gave way to labs, field sites, and data sets as 911�� faculty and students partnered to tackle some of society's most pressing challenges. The research teams explored complex issues—many aligned with the university’s Grand Challenge Initiative—examining them from multiple perspectives and generating new insights to help shape future solutions.

These Summer Team Impact Projects, supported by grants from Mason Impact, were led by faculty members who assembled teams of undergraduate and graduate students from across disciplines. Students—who received stipends to support their participation—took part in a one-week boot camp to begin the 10-week program, along with various enrichment activities throughout the summer. The students shared their findings at the Office of Student Creative Activities and Research Summer Celebration of Student Scholarship and Impact.

Summer Team Impact Project researchers Abigail Naidoo (left) and Katelyn Mckee present at the OSCAR Summer 2026 Celebration. Photo by Susan Lawrence.

The research spanned a wide range of topics, including homelessness and climate-related challenges, using virtual reality to support health, changes in the Chesapeake Bay ecosystem, how artificial intelligence (AI) can be used to better understand how people move through cities, and the impact of generative AI on student writing.

Susan Lawrence and Courtney Massie, director and assistant director, respectively, of the Writing Center, led a project titled “Student Writers and Generative AI: Investigating Practices, Knowledge, and Critical Literacies.” Working with a team of six undergraduate students and one graduate mentor, their research examined how 911�� students are integrating generative AI into their writing processes in realistic academic settings. It also explored the extent to which writers saw themselves thinking critically and the ownership they felt over their work.

While Lawrence and Massie oversaw the project, their team of students led the research-- interviewing participants, coding results, and analyzing data to generate findings.

“I conducted qualitative research using in-depth interviews and coding to determine insights about how 911�� students use generative AI in their writing,” said Marisa Parikh, an Honors College student majoring in public administration in the Schar School of Policy and Government. “One of the most valuable things I learned was how new developments in technology are impacting students today. This helped me look more long term at how institutions can promote accessibility to education for all students and use this technology as a tool to increase student success outcomes.”

Lawrence spoke highly of the student researchers’ work. “Having a multidisciplinary team of student researchers was a major asset for this project,” she said. “They connected easily with participants during interviews, and their diverse perspectives on generative AI helped shape how we ultimately interpreted the data.”

The team has submitted their project for presentation at the International Writing Centers Association conference in October and are moving toward publishing a manuscript. Beyond its scholarly contributions, the project also highlighted the Writing Center as a valuable setting for research on writing and literacy.

Jenna Krall, associate professor of global and community health, and Marybeth Mitcham, assistant professor of global and community health, both in the College of Public Health, along with Fengxiu Zhang, assistant professor in the Schar School, led another Summer Team Impact Project on “Supportive Housing as Climate Resiliency: Resident, Community, and Government Perspectives.” Working with a team of nine student researchers, the project sought to understand the challenges of homelessness and environmental hazards using community health, environmental science, and policy frameworks.

“There are huge knowledge gaps in this space, so we split our researchers into three groups to gather multiple perspectives,” said Krall. “Our team meetings became a space where the students could experiment and sandbox ideas for how to analyze the data they collected. They weren’t just checking boxes; they were helping build a knowledge base to inform future research and practice.”

Professor Krall's Summer Team Impact Project members take a field trip to the Lamb Center. Photo by Jenna Krall.

The research team presented their findings to local partners, including the Lamb Center and the City of Fairfax. Efforts are also underway to publish the research.

“The project provided me with real-life experience of how it is to work on a team, in particular building my skill of patience through the research process, understanding the reason for the project, working with colleagues, and letting creative ideas flow,” said student researcher Alex Romero Valenzuela, a community health major in the College of Public Health who is pursuing a master's degree in public health through 911��'s bachelor’s-to-accelerated master's (BAM) program.

For Krall, the experience was rewarding both professionally and personally. A 911�� alum, she participated in a summer research project as an undergraduate. “I’ve wanted to apply for this grant since I started teaching at 911��,” she said. “It’s especially meaningful to come full circle and introduce current students to research as a potential career path.”

“The Summer Team Impact Projects provide valuable experience for all involved. Faculty can pursue research in areas of personal and professional interest, while students gain hands-on experience with research design, implementation, and analysis,” said Jesse Guessford, director of curriculum and initiatives in the Office of Undergraduate Education. “This program brings together two of 911��’s key priorities: supporting student success and creating opportunities for faculty scholarship and innovation.”

Explore Research at 911��

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Office of the Provost

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College of Public Health

Writing Center

College of Humanities and Social Sciences

Schar School

Office of Student Scholarship Creative Activities and Research (OSCAR)

Honors College

An alumna's journey from 911�� nursing to NIH clinical research

Heather Carroll — Mon, 12 Oct 2026 18:34:10 +0000

An alumna's journey from 911�� nursing to NIH clinical research Heather Carroll Mon, 10/12/2026 - 14:34

Nursing wasn’t part of Nyah Collier’s original plan when she arrived at 911��.

Photo provided

She started as an international relations major before switching to nursing at the suggestion of her father, who was a nurse himself. Once there, her interests kept expanding. Microbiology introduced her to infectious disease, epidemiology drew her to public health, and clinical training showed her how much she valued caring for patients. Collier graduated from 911�� in 2015 with a bachelor’s degree in nursing and a minor in public health.

Today, those interests all merge in her work as a clinical research nurse at the National Institutes of Health’s National Institute of Allergy and Infectious Diseases (NIAID). Collier, who later earned a master of public health in epidemiology from Drexel University, helps manage research protocols, recruit and care for study participants, ensure regulatory compliance, and collect clinical data. She also picks up shifts as a nurse at an urgent care facility to maintain her clinical skills.

We spoke with Collier about her 911�� journey and how it impacted her career.

How do you use what you learned in the BSN program in your current job with NIAID?

My BSN provided the foundational knowledge that I continue to draw on every day in my current role as a clinical research nurse at the NIH/NIAID. Nursing school introduced me to the principles of patient care, disease processes, evidence-based practice, and the clinical considerations that guide how nurses care for patients. While much of my critical thinking and clinical judgment developed through hands-on experience in my first nursing role, my BSN gave me the framework to build those skills and was the first step in shaping who I am as a nurse today. That foundation continues to inform how I approach research participants, understand clinical information, collaborate with multidisciplinary teams, and contribute a nursing perspective to infectious disease research.

When did you realize you were interested in public health and infectious diseases?

There were a few pivotal moments. The first was taking microbiology as a pre-nursing major. I discovered my love for learning about infectious diseases and how they affect populations, and I especially thrived in the lab.

Before entering the nursing program, I had a free semester and decided to pursue a public health minor. That introduced me to epidemiology, and I realized this was what I wanted to do. Learning about treatments, biostatistics, and neglected tropical diseases piqued my interest further. Later, community health clinicals exposed me to the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), geriatric adult day centers, food safety and inspection, and environmental public health.

You said you weren’t always sure about nursing. What changed?

Photo provided

Throughout nursing school, I sometimes questioned whether I’d chosen the right path. It was challenging, and there were certainly clinical days I dreaded.

It wasn’t until my senior-year preceptorship that something clicked. For 14 weeks, I worked closely with a nurse who trusted me with increasing responsibilities and gave me the opportunity to experience what it truly felt like to work as a nurse. I discovered that caring for patients came naturally to me and developed confidence in my ability to become a great nurse.

Nursing showed me how much I valued caring for people, while microbiology and epidemiology showed me how deeply I wanted to understand the diseases affecting them. My career today has allowed me to bring those interests together.

What has stayed with you most from your 911�� education?

911�� gave me the freedom to explore and remain curious, from learning in the microbiology lab to assisting at clinical sites. The nursing program taught me to think critically, become comfortable with being uncomfortable, and seek out current evidence-based practices.

Through rotations in pediatrics, behavioral health, correctional health, and community settings, I learned to work with different populations and understand how health care needs vary. That experience has served me throughout my career across hospitals, homeless shelters, a state health department, outpatient care, and research.

Although I haven’t worked in traditional bedside nursing in nearly a decade, the clinical judgment, adaptability, and foundational knowledge I developed are skills I continue to rely on daily.

Why does public health matter to you now?

What I value most about the field is its ability to be proactive. We can prevent disease before it occurs, identify emerging threats, educate and advocate for communities, and use evidence to improve health on a much larger scale.

To me, being in public health means not only responding to the challenges we face today, but helping prepare communities for the challenges we have yet to encounter.

Key Takeaways

Nyah Collier, BSN ’15, supports infectious disease studies as a clinical research nurse at the National Institute of Allergy and Infectious Diseases.
911��’s nursing program and public health minor helped her discover an interest in epidemiology and prepare for a career combining nursing and research.

Learn more about the College of Public Health

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bachelor of science in nursing

College of Public Health

National Institutes of Health

Twenty 911�� researchers receive 4-VA funding for collaborative research

Katarina Benson — Thu, 08 Oct 2026 16:11:33 +0000

Twenty 911�� researchers receive 4-VA funding for collaborative research Katarina Benson Thu, 10/08/2026 - 12:11

4-VA@Mason, part of the 4-VA state network, has announced 20 collaborative research awards for 911�� faculty members for the 2026-27 academic year. The selected proposals were chosen from the largest number of submissions received since the program’s inception more than a decade ago.

4-VA is a statewide consortium of nine Virginia higher education institutions that encourages collaboration and relationship-building across the humanities and sciences and provides seed funding for novel research projects. The program provides a foundation that builds on the strengths of each institution, reduces the redundancies of working in silos, and affords opportunities for student experiential research.

Robotics are a vital part of the 4-VA projects this year. Photo by Ron Aira/Office of University Branding

“Our 4-VA program is a wonderful example of how supporting cross-institutional efforts can improve higher education and boost faculty and student research, which benefits our state and beyond,” said Janette Muir, 4-VA@Mason campus coordinator and vice provost for academic affairs.

In addition to 911��, the other members of the 4-VA consortium are Christopher Newport University (CNU), the College of William and Mary (W&M), James Madison University (JMU), Old Dominion University (ODU), Radford University (RU), University of Virginia (UVA), Virginia Military Institute, and Virginia Tech (VT).

Listed below are 911�� faculty acting as lead principal investigator (PI) for collaborative research grants this cycle and collaborating institutions:

Breana Bayraktar, Stearns Center for Teaching and Learning, A Cross-Institutional Study of AI-Influenced Feedback Practices (UVA, JMU, W&M)
Sungsoo Ray Hong, College of Engineering and Computing (CEC), Multi-Robot Video Sensemaking for Urban Missing Person Search in Public Safety Operations (VT)
Emily Ihara, College of Public Health (CPH), Opening Minds Through Art in Virginia (JMU)
Jennifer Salerno, Potomac Environmental Research and Education Center (PEREC), Characterizing the influence of the coral microbiome on coral resilience and restoration potential of American Samoa’s reefs (ODU)
Daniel W. Smith, CEC, Disinfection Byproduct Formation Mechanisms and Toxicity at the Solid-Liquid Interface of Chlorocyanurate Tablets (VT)
Monique van Hoek, College of Science, Breaking Down Silicate Like Sea Sponges: Using Bacteria to Produce a Biocatalyst for Rare Earth Element Extraction (VT)
Allison Ward, College of Education and Human Development, Virginia Coaching Collaborative: Improving Clinical Practicum Experiences for Reading Specialist Candidates (JMU, RU, UVA)
Xuesu Xiao, CEC, Agile, Proactive, and Autonomous First Responder Robots (UVA)

Additionally, partner 4-VA institutions have called on 911�� faculty for their expertise and experience in a wide variety of areas to act as co-PI in research efforts at other schools. These faculty members have received supplemental funding known as complementary grants:

Lab work in action. Photo by Evan Cantwell/Office of University Branding

Tanvir Arafin, CEC, ANCHOR: Analog–Cyber Sensing for Secure Energy Infrastructure (UVA)
Karen Grace, CPH, Sexual Violence and Reproductive Coercion Among College Students with Disabilities (UVA)
Moinul Hossain, CEC, Machine Learning-Driven Predictive Secure Beamforming for NextG UAV Networks (JMU)
Brittany Johnson-Matthews, CEC, Beyond Chat: Generative User Interfaces (UI) for AI-Guided Developer Onboarding in Large-Scale Codebases (VT)
Mirae Kim, Schar School of Policy and Government, Leading Change Conference 2027: Interdisciplinary Perspectives in Leadership Studies (JMU) and Scaling Up Nonprofit Health and Resiliency Assessment in Virginia Funding Proposal (JMU)
Yi-Ching Lee, College of Humanities and Social Sciences, Understanding Autistic Adults’ Needs with Executive Functioning Support Apps (UVA)
Cynthia Smith, PEREC, EcoQuests: Reconnecting Youth with Nature through Digital Exploration of Urban Greenspace (VT)
Chaowei Yang, COS, AI-Enabled, Stakeholder-Integrated, Context-Sensitive Data Center Planning Framework (VT)
Ziyu Yao, CEC, Improving Safety in Large Language Model Responses Targeted at Youth (UVA)
Xiaokuan Zhang, CEC, Building Trustworthy Audit Systems via Hardware Security Primitives (UVA)

Additionally, 4-VA@Mason will be supporting an extension of a 2025-26 project:

Quentin Saunders, CEC, Restoring Functional Grasp in Stroke Survivors: A Semi-Autonomous Hand Exoskeleton with Coordinated Thumb-Finger Sequencing (UVA).

“Quentin and his team have made exciting advances in the development of a hand exoskeleton for stroke victims, which has been very well received in testing. However, with just a little more work, they believe the exoskeleton can be expanded for a much broader range of tasks for use in activities of daily living,” Muir said. “It’s just this type of project that 4-VA can bring to life.”

The next cycle of proposals for the academic year 2027-28 will open mid-December 2026 and will be found on the 4-VA@Mason website. Questions can be directed to mason4va@gmu.edu.

Learn more about 4-VA@Mason

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College of Engineering and Computing

College of Humanities and Social Sciences

College of Public Health

Schar School of Policy and Government

College of Science

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Research

Sexual violence survivors often expect systems to fail or harm them, study finds

Heather Carroll — Wed, 07 Oct 2026 18:10:25 +0000

Sexual violence survivors often expect systems to fail or harm them, study finds Heather Carroll Wed, 10/07/2026 - 14:10

University survivors of sexual violence are forced to perform a constant, exhausting “calculus” — weighing risks, safety, stigma, emotional costs, institutional consequences, and likelihood of being believed — when deciding whether and how to seek help.

Assistant Professor of Social Work Sara Wilf. Photo provided.

New 911��-led research published in Violence Against Women helps to illuminate why so many survivors avoid reporting sexual violence, finding that most expect institutional systems to retraumatize them or fail them.

Drawing on participant responses from students in the University of California system who are survivors of sexual violence, researcher created the Survivors' Calculus as a framework describing factors shaping survivors’ decision-making on seeking support and resources. The Survivors’ Calculus demonstrates how institutional processes can place the burden of healing on survivors themselves.

"We created the Survivors’ Calculus to describe how, from the moment a survivor experiences sexual violence, they face structural barriers to accessing resources that will be safe and helpful for them, all while dealing with the initial trauma," said Sara Wilf, the study’s co-principal investigator and paper lead author, and assistant professor in the Department of Social Work.

Why this matters

On college campuses in the United States, one-fourth of undergraduate students report having experienced sexual violence, though the incidents often go unreported. Racially minoritized, gender diverse, LGBTQIA+, and cisgender women face the highest rates of sexual violence. As with any trauma, survivors' mental health and academic performance can be impacted.

Given the prevalence and impact of sexual violence on college campuses, researchers hope institutions will use this new model to understand how to support survivors in a way that does not retraumatize them.

"Survivors weigh different factors in their decisions for help-seeking, and we hope other researchers will use our framework to explore those factors within their own settings and institutions," said Wilf.

About the framework, Survivors' Calculus

The Survivors’ Calculus recognizes that survivors’ prior experiences can shape decision-making. The framework centers on four themes:

Navigating Self-Realization, Self-Investigation, and the Repercussions of Reporting;
Seeking Emotional and Professional Support;
Managing Logistical Support and Concerns about Confidentiality; and
Experiencing Re-Traumatization through the Title IX Office and Police.

Additional research and findings details

The framework was developed as part of a broader study examining survivors' experiences seeking support within university systems. Through surveys of students, faculty, and staff in the University of California system across several campuses, researchers explored which organizations and people were most and least helpful for survivors of sexual violence, in their own words, and the reasons that prevent survivors from seeking support. Additional findings included:

Survivors desire confidential, trauma-informed resources that match their social identities and experiences.
Survivors are often retraumatized by reporting resources, such as the police and Title IX office, which can be more often focused on punishing perpetrators rather than centering survivor healing.
Survivors holding marginalized social identities, such as LGBTQIA+ and racially minoritized survivors, face greater structural barriers than their peers to accessing safe and trauma-informed resources.
LGBTQIA+ and racially minoritized survivors have greater fear of reporting resources, and have a worse experience when they do utilize them.
Survivors consistently identified confidential campus survivor advocates and therapists as the most helpful for their healing.

“Our findings, particularly in advancing a wraparound approach to supporting survivors and highlighting survivors’ desire for confidential advocates who share their important identities, can directly support policymakers, education leaders, social workers, and community organizations in ensuring survivors are not shouldering the burden of navigating resources on their own,” said Wilf.

Co-authors include Kalani Philips from the University of California, Irvine, Laura Knittig from Sam Houston State University; Leila Chiddick, Rachel LaPointe, and Victoria Copeland from the University of California, Los Angeles; Rina Rossi from CUNY; and Stephanie Kathan from California State University. This study received funding from the UCLA Center for the Study of Women| Barbra Streisand Center, the UCLA Frank D. Gilliam Jr. Social Justice Award, and the UCLA Bruin Advocacy Grant Award.

Key Takeaways

911�� researcher Sara Wilf led the development of the Survivors’ Calculus, a new framework that shows how survivors of sexual violence weigh risks, stigma, safety, and institutional consequences when deciding whether to seek help.
The study found that many survivors do not report sexual violence because they expect campus systems, including reporting processes, to retraumatize them or fail to meet their needs.
Wilf and her colleagues hope the framework will help colleges and universities create more confidential, trauma-informed, and survivor-centered support systems that reduce barriers to healing.

More About Sexual Assault Survivors on College Campuses

Sexual violence survivors often expect systems to fail or harm them, study finds
October 7, 2026

Topics

College of Public Health

How political, cultural, and economic forces can shape the risk of zoonotic disease

Heather Carroll — Mon, 05 Oct 2026 18:37:43 +0000

How political, cultural, and economic forces can shape the risk of zoonotic disease Heather Carroll Mon, 10/05/2026 - 14:37

In eastern Ethiopia, pressures like conflict and displacement are changing how people and their camels travel, shifting livestock into new environments and potentially influencing the risk of zoonotic diseases spreading between animals and humans.

Amira Roess, PhD, MPH. Photo provided

A new study co-led by 911�� infectious disease expert Amira Roess explores these connections as part of a broader look at how politics, culture, economics, and international trade factor into zoonotic disease risk in livestock-herding communities. Published in Social Science & Medicine, the research is part of a long-running international collaboration funded in part by a $2.5 million National Science Foundation grant, for which Roess is principal investigator.

For this paper, researchers interviewed more than 100 people involved in camel herding, care, milking, trading, and slaughter across eastern Ethiopia. They identified several factors that could affect zoonotic disease risk:

People and camels often live in close proximity, and grazing camels can come into contact with other wildlife.
Raw camel milk is widely consumed fresh and unpasteurized.
Conflict and displacement can push people and livestock onto new routes and into wildlife preserves, changing where they encounter other animals.
Trade restrictions and challenges accessing export facilities can push more activity into informal markets outside of disease surveillance systems.

Because diseases that spread between animals and humans account for most emerging infectious diseases, the researchers emphasize the importance of a “One Health” approach, which considers human, animal, and environmental health together.

“When we think about diseases moving between animals and people, we tend to focus on the pathogen or the animal carrying it. This study shows why we also need to understand the broader and more complex circumstances that affect how people and animals interact,” said Roess, professor of global health and epidemiology in the Department of Global and Community Health at the College of Public Health.

Read the full study here.

Thumbnail provided by Gaper

This research supports the Grand Challenge Initiative's goal of improving human health, well-being, and preparedness

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Key Takeaways

Conflict, displacement, cultural practices, and international trade can change the interactions of people, livestock, and wildlife, potentially influencing zoonotic disease risk.
The study of camel economies in eastern Ethiopia highlights the importance of a One Health approach that considers human, animal, and environmental health together.

In This Story

Amira Roess, PhD, MPH

Topics

GCH Global Health Research

Global Health

Research

College of Public Health

GCI-Health

National Science Foundation

Public health student interns with the conservation district

sbrown79 — Tue, 29 Sep 2026 15:13:11 +0000

Public health student interns with the conservation district sbrown79 Tue, 09/29/2026 - 11:13

911�� senior Amman Haines grew up spending time with her family on her father’s property in West Virginia, where camping, fishing, and hunting nurtured an early appreciation for the outdoors.

That connection to nature now informs her work as an intern with Prince William Soil and Water Conservation District (PWSWCD), where she’s gaining hands-on experience at the intersection of resource conservation and community health.

For Haines, the internship reflects what a 911�� education does best: connecting students with meaningful, real-world opportunities that prepare them to make an impact in their communities and beyond.

“Interning with the conservation district is such a great opportunity. I was immediately able to apply concepts from my public health courses to the community work I'm doing,” Haines said. 

Amman Haines works with the Prince William Soil and Water Conservation District. Photo provided.

For example, “I collaborated with local farmers to assess their water quality and already had a foundation to draw from while still learning and absorbing new knowledge,” she said.

A community health major in the College of Public Health, Haines said she chose 911�� because of its flexibility, opportunities, and strong academic pathways. Her father, who attended 911�� and described the university as a place with endless possibilities, encouraged her to apply. For Haines, that promise has proven true.

Her path to the internship began in GCH 310 Health Behavior Theories with Shannyn Snyder, an adjunct faculty member in the Department of Global and Community Health. Snyder recognized Haines’s curiosity and engagement in the classroom and encouraged her to pursue the opportunity with PWSWCD.

“I'm so thankful for Professor Snyder who gave me that much-needed push,” Haines said. “Now, I’m here at the conservation district working with amazing colleagues and making a difference in my community.”

Snyder, who has worked with PWSWCD for more than 10 years, said the organization offers students a powerful way to connect classroom concepts with urgent public health issues.

“By offering internship and volunteer opportunities, they give our community health students essential experiences that connect what they are learning in the classroom with the real world,” said Snyder. “I hope this experience will give Amman a chance to contribute to public health promotion and education in the community.”

Snyder noted that the district’s work—from watershed protection to soil health education—has direct implications for human health. That connection aligns closely with the university’s Grand Challenge Initiative’s bold solution to improve human health, well-being, and preparedness. 

Amman Haines is researching harmful algae blooms as part of her internship at the Prince William Soil and Water Conservation District. Photo provided.

At PWSWCD, Haines is researching harmful algae blooms (HAB), drawing on credible sources to create educational materials that explain what harmful algae blooms are, where they come from, and how they’re affecting water quality and public health. The HAB reports contribute to broader public understanding of an issue that’s also under the purview of the Virginia Department of Health.

The internship also broadened her understanding of how her chosen major can have applications beyond traditional settings.

“You can't go wrong when you expand upon your major or area of expertise by opening yourself up to other spaces,” Haines said. “Find that space, get hands-on experience, and learn new things.” 

Haines hopes the internship will open doors to future research opportunities. She aspires to work for organizations such as the National Institutes of Health (NIH) or the Centers for Disease Control and Prevention, where she can contribute to data-driven research and public education.

“I'm very inspired by the work that NIH is doing,” said Haines when considering careers. “I want to collect and analyze important data, compose health journals, and inform my population.”

As she continues her studies, Haines said she hopes other 911�� students will embrace the same spirit of curiosity that guided her. “Take advantage of every opportunity that is presented to you and never be afraid to try new things.”

This research supports the Grand Challenge Initiative's goal of improving human health, well-being, and preparedness

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Shannyn Snyder, MAIS

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NIH R01 grant funds study of physical activity and binge eating in children

Heather Carroll — Mon, 14 Sep 2026 18:12:51 +0000

NIH R01 grant funds study of physical activity and binge eating in children Heather Carroll Mon, 09/14/2026 - 14:12

Early signs of binge eating can emerge as children enter adolescence, signaling risk for eating disorders. 911�� researcher Tyler Mason is investigating whether physical activity could improve self-regulation and, in turn, reduce that risk.

Tyler Mason, associate professor in the Department of Nutrition and Food Studies. Photo provided.

With a five-year, R01 grant from NIH’s National Institute of Mental Health, Mason will use wearable technology and other real-time assessments to study children during a pivotal developmental window, with the goal of better understanding how eating disorders develop and how to intervene earlier.

Mason, an associate professor in the Department of Nutrition and Food Studies at the College of Public Health, is leading the project with co-principal investigator Kathryn Smith, an assistant professor at the University of Texas at Dallas.

“Many people overeat, but we’re focused on what is called ‘loss of control eating’—that sense that you can’t stop eating and feel like you have to continue,” Mason said. “The loss of control is the part that can be distressing and associated with eating disorders.”

Previous research has linked physical activity with improved mood and cognitive functioning, aspects of self-regulation that can influence eating behavior. “If physical activity improves aspects of self-regulation, then perhaps it could reduce overeating because of loss of control,” Mason said.

Over three years, researchers will study 200 children in the Dallas-Fort Worth, Texas, area starting at ages 10 to 12, a phase when several factors converge: puberty begins, autonomy grows in eating choices, and physical activity tends to decline while sedentary behavior increases.

The study will capture both long-term changes and moment-to-moment shifts in participants’ lives. Garmin wristbands will measure physical activity, while smartphone-based cognitive tests and real-time surveys will track self-regulation, emotions, cravings, and eating behavior. Participants will also undergo functional MRI (fMRI) scans and clinical interviews assessing eating disorder symptoms.

The approach builds on Mason’s work as director of the BREAD Lab at 911��, short for Biobehavioral Research on Eating and Appetite Dysregulation, within the Department of Nutrition and Food Studies.

With the National Institutes of Health study, Mason said the goal is to find ways to intervene earlier in problematic eating by understanding whether and how physical activity plays a role, including how its effects unfold in daily moments.

In addition to Mason and Smith, the research team for the study—titled “Biobehavioral Mechanisms of Activity and Loss of Control Eating in Children”—includes Shan Luo, Genevieve Dunton, and Megan Herting of the University of Southern California.

Thumbnail photo by golubovy via Adobe Stock

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Nutrition Research

Childhood Obesity

CPH research

Childhood obesity prevention

NIH grant funding

National Institutes of Health

Research

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GCI-Health

In the George

Key Takeaways

A five-year NIH R01 grant will fund 911�� researcher Tyler Mason’s study of physical activity, self-regulation, and binge eating in children.
The study will follow 200 children starting at ages 10 to 12, examining long-term changes and moment-to-moment behaviors in daily life.
The research could inform new approaches to eating disorder prevention, including whether and how physical activity could reduce the risk of losing control of eating.

This research supports the Grand Challenge Initiative's goal of improving human health, well-being, and preparedness

Discover more GCI health research

Learn about other solutions >>

MPH alumna brings public health data to life as social science analyst at federal mental health agency

Heather Carroll — Mon, 14 Sep 2026 15:29:36 +0000

MPH alumna brings public health data to life as social science analyst at federal mental health agency Heather Carroll Mon, 09/14/2026 - 11:29

Key Takeaways

How does the 911�� Master of Program help students build a career? Through student leadership, faculty mentorship, and a practicum experience, Reginé Bumper, MPH ’21, turned connections made at 911�� into an internship, practicum, and ultimately a career at SAMHSA.
As a social science analyst at the federal behavioral health agency, Bumper transforms complex public health data into accessible insights that support decision-making and advance behavioral health initiatives.
Bumper says 911��’s coursework, particularly in data storytelling and public health communication, gave her the skills to connect data with the people and communities behind it, shaping the way she approaches her work today.

There has never been a more important time to be in public health because our greatest strength lies in connection. Strengthening relationships among public health professionals—as well as with partners in health care, education, wellness, technology, business, and other sectors—has the potential to move the field forward in transformative ways. Public health touches nearly every aspect of our daily lives, whether people realize it or not. By working together and communicating that impact more effectively, we can continue to advance the field and help restore a broader appreciation for the essential role public health plays in daily life.

-- Reginé Bumper, MPH '21

Reginé Bumper, MPH '21, loves her job as a public servant—a role she says wouldn't have without her 911�� Master of Public Health (MPH) program. Through faculty mentorship, student leadership, and hands-on experience, Bumper built the relationships and skills that led directly to her career at the Substance Abuse and Mental Health Services Administration (SAMHSA). She is one of 10 College of Public Health alumni named 911��'s Black Alumni Chapter's 2026 40 Under 40.

Reginé Bumper, MPH '21. Photo provided

Bumper credits her roles with the student organization Graduate Students for Public Health (GSPH) and her practicum as the most impactful experiences of her MPH program.

"Through GSPH, I built meaningful relationships with fellow students, alumni, faculty, and public health professionals. Those connections proved invaluable—one ultimately led me to an internship opportunity at the SAMHSA,” said Bumper, whose internship and practicum there ultimately led to her current role.

As a social science analyst, Bumper oversees the performance of SAMHSA contracts and leads development of many visualizations and communications products that transform complex data into accessible insights that inform decision-making and advance behavioral health initiatives.

From coursework to professional work

Student leadership opened the door to her practicum and professional career, while coursework gave her the skills to succeed once she got there. She particularly credits Jumpka Gupta's Migrant Health course and Kathryn Jacobson's Global Health course with the most relevance to her work today.

"As a member of a federal statistical unit, communicating data in meaningful and accessible ways is a central part of my work. Those courses were foundational experiences in learning the art of data storytelling," said Bumper, who also holds a bachelor of science in exercise science from Shenandoah University.

Assignments in those classes taught her to think critically about the story data tells—and just as importantly, whose stories they represent. “Meaningful public health decisions begin with understanding the people behind the data,” she said.

"Data can inform policy and practice, but only when people can understand and use the information to advocate for themselves, their families, and their communities. That lesson has remained one of the most valuable takeaways from my time at 911��," Bumper said.

Supported by faculty mentorship

Bumper calls the MPH faculty accessible and authentic, and said she appreciated the program’s flexibility. "They were welcoming, approachable, and genuinely invested in student success," said Bumper. "Their mentorship made my experience feel not only personalized but deeply meaningful, empowering me to pursue a career that aligned with both my passions and my purpose."

In particular, she said faculty and staff at the college demonstrated a commitment to adjusting based on student feedback—whether by developing new courses, creating networking opportunities, fostering community through events, or connecting students with meaningful professional experiences. "That willingness to adapt and invest in students not only prepares graduates for today's public health landscape but also empowers them to help shape the future of the field," she said.

Learn more about the MPH program at 911��.

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