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Barnes & Noble Education reports first quarter fiscal year 2022 financial results

Consolidated First Quarter GAAP Sales Increase 18% to $240.8 Million

Retail Segment Gross Comparable Store Sales Increase 50%

First Day® Complete Adopted by 65 Campus Stores for the Fall 2021 Term, Representing Undergraduate Student Enrollment of Over 300,000, up from 43,000 in the Prior Year

 

BASKING RIDGE, N.J. — (BUSINESS WIRE) — Barnes & Noble Education, Inc. (NYSE: BNED), a leading solutions provider for the education industry, today reported sales and earnings for the first quarter of fiscal year 2022, which ended on July 31, 2021.

Barnes & Noble Education is a highly seasonal business, and the first quarter is historically a period of low sales activity for the Company. The Company’s fiscal 2022 first quarter results benefitted from the reopening of a majority of its campus stores, as compared to the year ago period when a majority of stores were closed in response to the onset of the COVID pandemic.

 

Financial highlights for the first quarter 2022:

  • Consolidated first quarter GAAP sales of $240.8 million increased 18.0%, as compared to the prior year period.
  • Consolidated first quarter GAAP net loss of $(44.3) million, compared to a GAAP net loss of $(46.7) million in the prior year period.
  • Consolidated first quarter non-GAAP Adjusted Earnings of $(40.0) million, compared to non-GAAP Adjusted Earnings of $(41.7) million in the prior year period.
  • Consolidated first quarter non-GAAP Adjusted EBITDA of $(24.5) million, compared to non-GAAP Adjusted EBITDA of $(38.0) million in the prior year period.
  • Retail segment gross comparable store sales increased 49.8%. For comparable store sales reporting purposes, logo and emblematic general merchandise sales fulfilled by FLC and Fanatics are included on a gross basis. Please see more detailed definition in the First Quarter Results table and Retail segment discussion below.

 

Operational highlights for the first quarter 2022:

  • Reached agreements for 65 campus stores to support the BNC First Day® Complete courseware delivery program in Fall Term 2021, representing over 300,000 in total undergraduate enrollment; up from 12 campus stores and 43,000 in total undergraduate enrollment in Fall Term 2020.
  • BNC First Day® course materials delivery model year-over-year revenue increased 198%.
  • Grew DSS revenue 41% to $8.3 million representing the highest dollar revenue growth recorded for the DSS segment since its formation.
  • Generated over 66,000 in new Bartleby gross subscribers, representing more than 100% growth over the same period last year.
  • Entered into a ten-year partnership with the University of Notre Dame under which Barnes & Noble College will manage all course materials, retail, and online operations for the University’s campus retail stores beginning next year.

 

“Our people, together with our campus partners, are excited to welcome students back to campus for the 2021-2022 academic year, while recognizing the need to continue our joint focus on the health and safety of all we serve,” said Michael P. Huseby, Chief Executive Officer and Chairman, BNED. “We are excited to provide many more students our enhanced offerings, including advanced course material delivery solutions across student choice and inclusive access models designed to support improved student outcomes through access, convenience and affordability, coupled with a significantly improved general merchandise offering for all the schools we serve resulting from our strategic partnership with Fanatics and Lids. This partnership combines the power of BNED’s academic solutions and our established retail expertise with Fanatics’ and Lids’ new and innovative in-store and e-commerce retail solutions, which led to our new long-term partnership with the University of Notre Dame to manage their retail stores and online operations effective after this academic year. We expect our innovative academic solutions offerings, unparalleled merchandise assortment and our new best-in-class omnichannel customer experience, to provide an unparalleled customer value proposition for the institutions we serve and to accelerate market share growth.”

 

First Quarter Results for 2022

Results for the 13 weeks of fiscal 2022 and fiscal 2021 are as follows:

$ in millions

Selected Data (unaudited)

13 Weeks

Q1 2022

13 Weeks

Q1 2021

Total Sales

$

240.8

$

204.0

Net Loss

$

(44.3

)

$

(46.7

)

Non-GAAP(1)

Adjusted EBITDA

$

(24.5

)

$

(38.0

)

Adjusted Earnings

$

(40.0

)

$

(41.7

)

Retail Gross Comparable Store Sales Variances (2)

$

73.6

$

(106.6

)

(1) These non-GAAP financial measures have been reconciled in the attached schedules to the most directly comparable GAAP measure as required under SEC rules regarding the use of non-GAAP financial measures.

(2) Retail Gross Comparable Store Sales includes sales from physical and virtual stores that have been open for an entire fiscal year period and does not include sales from closed stores for all periods presented. As per our merchandising agreement with Fanatics Lids College, Inc. (“FLC”) and e-commerce agreement with Fanatics, in-store and online logo and emblematic general merchandise sales fulfilled by FLC and Fanatics, respectively, are recognized on a net commission revenue basis, as compared to the recognition of logo and emblematic sales on a gross basis in the prior year period. For Retail Gross Comparable Store Sales (non-GAAP) purposes, sales for logo and emblematic general merchandise fulfilled by FLC, Fanatics and digital agency sales are included on a gross basis.

 

The Company has three reportable segments: Retail, Wholesale and Digital Student Solutions (“DSS”). Unallocated shared-service costs, which include various corporate level expenses and other governance functions, continue to be presented as Corporate Services. All material intercompany accounts and transactions have been eliminated in consolidation.

 

Retail Segment Results

 

Retail sales increased by $51.7 million, or 32.6%, as compared to the prior year period. Retail Gross Comparable Store Sales (non-GAAP) increased 49.8% for the quarter, with comparable textbook sales increasing 21.9%, as compared to a 10.1% decline a year ago. BNC’s First Day offering, which offers digital textbooks and interactive courseware, continued to exhibit strong growth, with sales almost tripling to $27.0 million during the quarter, as compared to $9.0 million in the prior year period. Retail Gross Comparable Store Sales for general merchandise increased 118.4%, as compared to a 68.3% decline a year ago. Sales benefitted from the return of many students to campus and the reopening of most of our campus stores, the majority of which were closed in the year ago period due to COVID.

 

As per our merchandising agreement with Fanatics Lids College, Inc. (“FLC”) and e-commerce agreement with Fanatics, on a consolidated GAAP sales basis, in-store and online logo and emblematic general merchandise sales fulfilled by FLC and Fanatics, respectively, are recognized on a net commission revenue basis, as compared to the recognition of logo and emblematic sales on a gross basis in the prior year period. For comparable sales purposes, sales for logo and emblematic general merchandise fulfilled by FLC and Fanatics are included on a gross basis.

 

Retail non-GAAP Adjusted EBITDA for the quarter improved by $21.0 million to $(19.6) million, as compared to non-GAAP Adjusted EBITDA of $(40.6) million in the prior year period. Non-GAAP Adjusted EBITDA benefited from improved sales and higher gross margin on the favorable sales mix, partially offset by higher selling and administrative expenses, which increased as a result of the store reopenings.

 

Wholesale Segment Results

Wholesale first quarter sales of $44.5 million decreased $35.8 million, or 44.6%, as compared to the prior year period. The sales decline was primarily due to the comparison to the year ago period when the Company shifted more than 300 of its stores to the Custom Store Solutions model to fill remote learning platform student orders through the wholesale warehouse while campus bookstores in the Retail segment were closed, whereas the sales shifted back to the Company’s campus stores in the current period. Additionally, there was a decline in overall wholesale textbook customer demand.

 

Wholesale non-GAAP Adjusted EBITDA for the quarter declined to $6.4 million, as compared to non-GAAP Adjusted EBITDA of $13.0 million in the prior year, declining on the lower sales.

 

DSS Segment Results

 

DSS first quarter sales of $8.3 million increased $2.4 million, or 41.4%, as compared to the prior year period.

 

DSS non-GAAP Adjusted EBITDA was $1.7 million for the quarter, essentially in line with the prior year period, as the increased sales were offset by higher investments.

 

Other

Selling and administrative expenses for Corporate Services, which includes unallocated shared-service costs, such as various corporate level expenses and other governance functions, were $7.4 million for the quarter, compared to $5.2 million in the prior period, primarily due to higher compensation-related expense and higher operating expenses.

 

Intercompany gross margin eliminations of $5.5 million for the quarter were reflected in non-GAAP Adjusted EBITDA, compared to eliminations of $6.8 million impacting non-GAAP Adjusted EBITDA in the prior year period.

 

Outlook

While it is difficult to predict the ongoing effects of the COVID virus, including the Delta variant impact, with any certainty, based on its current views, the Company expects to generate positive non-GAAP Adjusted EBITDA in fiscal year 2022, as most schools return to a traditional on-campus environment for learning, events and sporting activities. The Company expects non-GAAP adjusted EBITDA to approach annual pre-COVID levels in fiscal year 2023, based on an expectation that campuses will be able to resume on campus learning, events and sporting activities with substantially less-restrictive COVID-related policies and operating protocols next year.

 

Conference Call

A conference call with Barnes & Noble Education, Inc. senior management will be webcast at 8:30 a.m. Eastern Time on Thursday, September 2, 2021 and can be accessed at the Barnes & Noble Education corporate website at investor.bned.com or www.bned.com.

 

Barnes & Noble Education expects to report fiscal 2022 second quarter results in early December 2021.

 

ABOUT BARNES & NOBLE EDUCATION, INC.

Barnes & Noble Education, Inc. (NYSE: BNED) is a leading solutions provider for the education industry, driving affordability, access and achievement at hundreds of academic institutions nationwide and ensuring millions of students are equipped for success in the classroom and beyond. Through its family of brands, BNED offers campus retail services and academic solutions, a digital direct-to-student learning ecosystem, wholesale capabilities and more. BNED is a company serving all who work to elevate their lives through education, supporting students, faculty and institutions as they make tomorrow a better, more inclusive and smarter world. For more information, visit www.bned.com.

 

Forward-Looking Statements

This press release contains certain “forward-looking statements” within the meaning of the Private Securities Litigation Reform Act of 1995 and information relating to us and our business that are based on the beliefs of our management as well as assumptions made by and information currently available to our management. When used in this communication, the words “anticipate,” “believe,” “estimate,” “expect,” “intend,” “plan,” “will,” “forecasts,” “projections,” and similar expressions, as they relate to us or our management, identify forward-looking statements. Moreover, we operate in a very competitive and rapidly changing environment. New risks emerge from time to time. It is not possible for our management to predict all risks, nor can we assess the impact of all factors on our business or the extent to which any factor, or combination of factors, may cause actual results to differ materially from those contained in any forward-looking statements we may make, including any statements made in regards to our response to the COVID-19 pandemic. In light of these risks, uncertainties and assumptions, the future events and trends discussed in this press release may not occur and actual results could differ materially and adversely from those anticipated or implied in the forward-looking statements. Such statements reflect our current views with respect to future events, the outcome of which is subject to certain risks, including, among others: risks associated with COVID-19 and the governmental responses to it, including its impacts across our businesses on demand and operations, as well as on the operations of our suppliers and other business partners, and the effectiveness of our actions taken in response to these risks; general competitive conditions, including actions our competitors and content providers may take to grow their businesses; a decline in college enrollment or decreased funding available for students; decisions by colleges and universities to outsource their physical and/or online bookstore operations or change the operation of their bookstores; implementation of our digital strategy may not result in the expected growth in our digital sales and/or profitability; risk that digital sales growth does not exceed the rate of investment spend; the performance of our online, digital and other initiatives, integration of and deployment of, additional products and services including new digital channels, and enhancements to higher education digital products, and the inability to achieve the expected cost savings; the risk of price reduction or change in format of course materials by publishers, which could negatively impact revenues and margin; the general economic environment and consumer spending patterns; decreased consumer demand for our products, low growth or declining sales; the strategic objectives, successful integration, anticipated synergies, and/or other expected potential benefits of various acquisitions may not be fully realized or may take longer than expected; the integration of the operations of various acquisitions into our own may also increase the risk of our internal controls being found ineffective; changes to purchase or rental terms, payment terms, return policies, the discount or margin on products or other terms with our suppliers; our ability to successfully implement our strategic initiatives including our ability to identify, compete for and execute upon additional acquisitions and strategic investments; risks associated with operation or performance of MBS Textbook Exchange, LLC’s point-of-sales systems that are sold to college bookstore customers; technological changes; risks associated with counterfeit and piracy of digital and print materials; our international operations could result in additional risks; our ability to attract and retain employees; risks associated with data privacy, information security and intellectual property; trends and challenges to our business and in the locations in which we have stores; non-renewal of managed bookstore, physical and/or online store contracts and higher-than-anticipated store closings; disruptions to our information technology systems, infrastructure and data due to computer malware, viruses, hacking and phishing attacks, resulting in harm to our business and results of operations; disruption of or interference with third party web service providers and our own proprietary technology; work stoppages or increases in labor costs; possible increases in shipping rates or interruptions in shipping service; product shortages, including decreases in the used textbook inventory supply associated with the implementation of publishers’ digital offerings and direct to student textbook consignment rental programs, as well as the risks associated with the impacts that public health crises may have on the ability of our suppliers to manufacture or source products, particularly from outside of the United States; changes in domestic and international laws or regulations, including U.S. tax reform, changes in tax rates, laws and regulations, as well as related guidance; enactment of laws or changes in enforcement practices which may restrict or prohibit our use of texts, emails, interest based online advertising, recurring billing or similar marketing and sales activities; the amount of our indebtedness and ability to comply with covenants applicable to any future debt financing; our ability to satisfy future capital and liquidity requirements; our ability to access the credit and capital markets at the times and in the amounts needed and on acceptable terms; adverse results from litigation, governmental investigations, tax-related proceedings, or audits; changes in accounting standards; and the other risks and uncertainties detailed in the section titled “Risk Factors” in Part I – Item 1A in our Annual Report on Form 10-K for the year ended May 1, 2021. Should one or more of these risks or uncertainties materialize, or should underlying assumptions prove incorrect, actual results or outcomes may vary materially from those described as anticipated, believed, estimated, expected, intended or planned. Subsequent written and oral forward-looking statements attributable to us or persons acting on our behalf are expressly qualified in their entirety by the cautionary statements in this paragraph. We undertake no obligation to publicly update or revise any forward-looking statements, whether as a result of new information, future events or otherwise after the date of this press release.

 

EXPLANATORY NOTE

We have three reportable segments: Retail, Wholesale and DSS as follows:

  • The Retail Segment operates 1,429 college, university, and K-12 school bookstores, comprised of 784 physical bookstores and 645 virtual bookstores. Our bookstores typically operate under agreements with the college, university, or K-12 schools to be the official bookstore and the exclusive seller of course materials and supplies, including physical and digital products. The majority of the physical campus bookstores have school-branded e-commerce sites which we operate and which offer students access to affordable course materials and affinity products, including emblematic apparel and gifts. The Retail Segment also offers inclusive access programs, in which course materials, including e-content, are offered at a reduced price through a course materials fee, and delivered to students on or before the first day of class. Additionally, the Retail Segment offers a suite of digital content and services to colleges and universities, including a variety of open educational resource-based courseware.
  • The Wholesale Segment is comprised of our wholesale textbook business and is one of the largest textbook wholesalers in the country. The Wholesale Segment centrally sources, sells, and distributes new and used textbooks to approximately 3,200 physical bookstores (including our Retail Segment’s 784 physical bookstores) and sources and distributes new and used textbooks to our 645 virtual bookstores. Additionally, the Wholesale Segment sells hardware and a software suite of applications that provides inventory management and point-of-sale solutions to approximately 400 college bookstores.
  • The Digital Student Solutions (“DSS”) Segment includes direct-to-student products and services to assist students to study more effectively and improve academic performance. The DSS Segment is comprised of the operations of Student Brands, LLC, a leading direct-to-student subscription-based writing services business, and bartleby®, a direct-to-student subscription-based offering providing textbook solutions, expert questions and answers, writing and tutoring.

Corporate Services represents unallocated shared-service costs which include corporate level expenses and other governance functions, including executive functions, such as accounting, legal, treasury, information technology, and human resources.

All material intercompany accounts and transactions have been eliminated in consolidation.

BARNES & NOBLE EDUCATION, INC. AND SUBSIDIARIES

Condensed Consolidated Statements of Operations

(In thousands, except per share data)

(Unaudited)

13 weeks ended

July 31,

2021

August 1,

2020

Sales:

Product sales and other

$

227,770

$

193,210

Rental income

13,024

10,804

Total sales

240,794

204,014

Cost of sales:

Product and other cost of sales (a)

174,161

165,765

Rental cost of sales

6,604

7,387

Total cost of sales

180,765

173,152

Gross profit

60,029

30,862

Selling and administrative expenses

86,235

70,043

Depreciation and amortization expense

12,624

14,063

Restructuring and other charges (a)

2,623

5,671

Operating loss

(41,453

)

(58,915

)

Interest expense, net

2,494

2,653

Loss before income taxes

(43,947

)

(61,568

)

Income tax expense (benefit)

399

(14,916

)

Net loss

$

(44,346

)

$

(46,652

)

Loss per common share:

Basic

$

(0.86

)

$

(0.96

)

Diluted

$

(0.86

)

$

(0.96

)

Weighted average common shares outstanding:

Basic

51,474

48,411

Diluted

51,474

48,411

(a) For additional information, see the Notes in the Non-GAAP disclosure information of this Press Release.

13 weeks ended

July 31,

2021

August 1,

2020

Percentage of sales:

Sales:

Product sales and other

94.6

%

94.7

%

Rental income

5.4

%

5.3

%

Total sales

100.0

%

100.0

%

Cost of sales:

Product and other cost of sales (a)

76.5

%

85.8

%

Rental cost of sales (a)

50.7

%

68.4

%

Total cost of sales

75.1

%

84.9

%

Gross profit

24.9

%

15.1

%

Selling and administrative expenses

35.8

%

34.3

%

Depreciation and amortization expense

5.2

%

6.9

%

Restructuring and other charges

1.1

%

2.8

%

Operating loss

(17.2)

%

(28.9)

%

Interest expense, net

1.0

%

1.3

%

Loss before income taxes

(18.2)

%

(30.2)

%

Income tax expense (benefit)

0.2

%

(7.3)

%

Net loss

(18.4)

%

(22.9)

%

(a) Represents the percentage these costs bear to the related sales, instead of total sales.

BARNES & NOBLE EDUCATION, INC. AND SUBSIDIARIES

Condensed Consolidated Balance Sheets

(In thousands, except per share data)

(Unaudited)

July 31,

2021

August 1,

2020

ASSETS

Current assets:

Cash and cash equivalents

$

7,649

$

7,471

Receivables, net

118,254

107,522

Merchandise inventories, net

472,461

575,246

Textbook rental inventories

6,657

16,482

Prepaid expenses and other current assets

64,724

22,415

Total current assets

669,745

729,136

Property and equipment, net

91,080

94,102

Operating lease right-of-use assets

289,102

320,287

Intangible assets, net

146,035

170,466

Goodwill

4,700

4,700

Deferred tax assets, net

23,248

8,459

Other noncurrent assets

27,405

33,646

Total assets

$

1,251,315

$

1,360,796

LIABILITIES AND STOCKHOLDERS’ EQUITY

Current liabilities:

Accounts payable

$

331,055

$

291,496

Accrued liabilities

92,061

75,084

Current operating lease liabilities

135,937

131,525

Short-term borrowings

50,000

—

Total current liabilities

609,053

498,105

Long-term operating lease liabilities

179,540

209,867

Other long-term liabilities

52,427

45,986

Long-term borrowings

153,700

234,560

Total liabilities

994,720

988,518

Commitments and contingencies

—

—

Stockholders’ equity:

Preferred stock, $0.01 par value; authorized, 5,000 shares; issued and outstanding, none

—

—

Common stock, $0.01 par value; authorized, 200,000 shares; issued, 53,665 and 52,654 shares, respectively; outstanding, 51,587 and 48,633 shares, respectively

536

526

Additional paid-in-capital

735,376

734,474

Accumulated deficit

(458,960

)

(329,479

)

Treasury stock, at cost

(20,357

)

(33,243

)

Total stockholders’ equity

256,595

372,278

Total liabilities and stockholders’ equity

$

1,251,315

$

1,360,796

Contacts

Media Contact:
Carolyn J. Brown

Senior Vice President

Corporate Communications & Public Affairs

908-991-2967

cbrown@bned.com

Investor Contact:
Andy Milevoj

Vice President

Corporate Finance and Investor Relations

908-991-2776

amilevoj@bned.com

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Categories
Education Technology

Barnes & Noble Education announces fiscal 2022 first quarter earnings release date and conference call webcast

BASKING RIDGE, N.J. — (BUSINESS WIRE) — Barnes & Noble Education, Inc. (NYSE: BNED) today announced the Company expects to report fiscal 2022 first quarter earnings results on Thursday, September 2, 2021, before the market opens. The Company will host an investor conference call at 8:30 a.m. Eastern Time on Thursday, September 2, 2021 to review the Company’s financial results and operations.

This call is being webcast and can be accessed at Barnes & Noble Education’s corporate website at www.bned.com. The webcast of this call will be archived and available for three months on Barnes & Noble Education’s corporate website.

 

ABOUT BARNES & NOBLE EDUCATION, INC.

 

Barnes & Noble Education, Inc. (NYSE: BNED) is a leading solutions provider for the education industry, driving affordability, access and achievement at hundreds of academic institutions nationwide and ensuring millions of students are equipped for success in the classroom and beyond. Through its family of brands, BNED offers campus retail services and academic solutions, a digital direct-to-student learning ecosystem, unparalleled best-in-class assortment of school apparel through a strategic alliance with Fanatics and Lids, wholesale capabilities and more. BNED is a company serving all who work to elevate their lives through education, supporting students, faculty and institutions as they make tomorrow a better, more inclusive and smarter world. For more information, visit www.bned.com.

Contacts

Media:
Carolyn J. Brown

Senior Vice President

Corporate Communications and Public Affairs

Barnes & Noble Education, Inc.

(908) 991-2967

cbrown@bned.com

Investors:
Andy Milevoj

Vice President

Corporate Finance and Investor Relations

Barnes & Noble Education, Inc.

(908) 991-2776

amilevoj@bned.com

Categories
Education Healthcare Local News

N.J. students to return to the classroom with new covid masks restrictions

All students will be back for full-time, in-person instruction for the 2021-2022 school year, but all students, educators, staff, and visitors will be required to wear face masks inside school buildings, regardless of vaccination status, for the start of this academic year.

 

And, parents or guardians will not be able to opt children out of in-person instruction as was previously allowed for the 2020-2021 school year.

 

With students, educators, staff, and visitors being required to wear face masks indoors for the start of the 2021-2022 school year, effective Monday, August 9, 2021, masks are required in the indoor premises of all public, private, and parochial preschool, elementary, and secondary school buildings, with limited exceptions as outlined below.

 

Exceptions to the mask requirement that remain unchanged from the 2020-2021 school year, include:

 

  • When doing so would inhibit the individual’s health, such as when the individual is exposed to extreme heat indoors;
  • When the individual has trouble breathing, is unconscious, incapacitated, or otherwise unable to remove a face covering without assistance;
  • When a student’s documented medical condition or disability, as reflected in an Individualized Education Program (IEP) or Educational Plan pursuant to Section 504 of the Rehabilitation Act of 1973, precludes use of a face covering;
  • When the individual is under two (2) years of age;
  • When an individual is engaged in an activity that cannot be performed while wearing a mask, such as eating and drinking or playing an instrument that would be obstructed by the face covering;
  • When the individual is engaged in high-intensity aerobic or anerobic activity;
  • When a student is participating in high-intensity physical activities during a physical education class in a well-ventilated location and able to maintain a physical distance of six feet from all other individuals; or
  • When wearing a face covering creates an unsafe condition in which to operate equipment or execute a task.

 

Other public health guidance for the masks mandate for in-person learning

 

The Department of Education, in partnership with the Department of Health, has produced a health and safety guidance document detailing recommendations designed to provide a healthy and safe environment for students and staff during the 2021-2022 school year.

These strategies are recommendations, not mandatory standards. The absence of one or more of these strategies should not prevent school facilities from opening for full-day, in-person operation.

Where possible, the Department’s recommendations should be used to develop a layered approach to help prevent the spread of COVID-19, and schools should implement as many layers as feasible.

For full details on these recommendations, refer to the NJ’s Department of Education and the Department of Health’s health and safety guidance for the 2021-2022 school year

 

The strategies and procedures include:

 

Vaccination

Most K-12 schools will have a mixed population of fully vaccinated, partially vaccinated, and unvaccinated individuals at any given time, thereby requiring the layering of preventive measures to protect individuals who are not fully vaccinated. Local Education Agencies (LEAs) are encouraged to have a system in place to determine the vaccination status of students and staff, however, if an LEA is unable to determine the vaccination status of individual students or staff, those individuals should be considered not fully vaccinated.

 

Social Distancing and Cohorting

 

Though physical distancing recommendations must not prevent a school from offering full-day, full-time, in person learning to all students for the 2021-2022 school year, LEAs should consider implementing physical distancing measures as an effective COVID-19 prevention strategy to the extent they are equipped to do so while still providing regular school operations to all students and staff in-person.

 

During periods of high community transmission or if vaccine coverage is low, if the maximal social distancing recommendations below cannot be maintained, LEAs should, where possible, prioritize other prevention measures including masking, screening testing, and cohorting.

 

LEAs should actively promote vaccination for all eligible students and staff. As vaccine eligibility expands, LEAs should consider school-wide vaccine coverage among students and staff as an additional metric to inform the need for preventive measures such as physical distancing and masking

 

Parental Screening

Parents/caregivers should be strongly encouraged to monitor their children for signs of illness every day as they are the front line for assessing illness in their children. Students who are sick should not attend school. Schools should strictly enforce exclusion criteria for both students and staff.

 

Schools should provide clear and accessible directions to parents/caregivers and students for reporting symptoms and reasons for absences.

 

Testing

At all levels of community transmission, NJ Department of Health recommends schools work with their local health departments to identify rapid viral testing options in their community for the testing of symptomatic individuals and asymptomatic individuals who were exposed to someone with COVID-19.

 

Response to Symptomatic Students and Staff

Schools should ensure that procedures are in place to identify and respond to a student or staff member who becomes ill with COVID-19 symptoms.

 

— Sources: NJ Department of Education: The Road Forward; Executive Order 251

Categories
Education Local News

D&R Greenway begins two yearlong fellowships with 2021 Princeton University graduates

Two recent graduates of Princeton University were welcomed into one-year Fellowships by D&R Greenway, beginning this summer. These Fellowships are provided in partnership with Princeton’s AlumniCorps Project 55 program. This program offers opportunities for exceptional recent graduates to connect with and work with nonprofits. The AlumniCorps Project 55’s motto is “Launch a life of civic leadership.”

 

This year marks a milestone, with D&R Greenway’s welcoming two Fellows for the first time. Heather Callahan of Delaware and Ayame Whitfield of Massachusetts, both 2021 Princeton University graduates, were selected for these positions. Linda Mead, D&R Greenway’s CEO & President reveals, “Close to a decade ago, the university reached out to D&R Greenway due to significant increases in student interest in environmental careers. Our land trust was chosen so that Princeton University graduates could engage with a local nonprofit devoted to conservation. We are fortunate to have the opportunity to work with smart, thoughtful and proactive young people toward our mission.” D&R Greenway fully supports the positions financially and is grateful to foundation donors for helping to fund this work that mentors future conservation leaders.

 

Ayame Whitfield was awarded an NJA.B., –in History of Science, with a Certificate in the Visual Arts, from Princeton University in May. Ayame served as a Summer 2017 Intern with Princeton Environmental Institute and as Secretary of Ellipses Slam Poetry, from 2019 to 2021, where Ayame was active in planning Ellipses’ poetry events and interacting with a broad range of university offices. As Student House Manager, Richardson Auditorium, Ayame coordinated students and professionals, facilitating concerts and other Richardson presentations. Ayame was responsible for creating newsletters to maintain connections during COVID-19 restrictions. Ayame was an intern in summer 2019, with Policy Matters Ohio, Cleveland, –a public policy non-profit, working to improve lives of working-class Ohio citizens. Ayame will serve D&R Greenway as Volunteer Coordinator. Ayame will use artistic skills to create exhibits and programs for the new museum that D&R Greenway Land Trust will open at Point Breeze, former Joseph Napoleon Bonaparte estate, in Bordentown, New Jersey. Ayame notes: “I’m thrilled that my work with D&R Greenway will give me a chance to engage a wide range of my skills and experience, –from art to historical research and writing to volunteer work – and to contribute to the amazing preservation work being done here in New Jersey.”

 

Heather Callahan graduated from Princeton University in 2021 with an A.B. in Ecology and Evolutionary Biology. She comes to D&R Greenway with experience nationally and internationally. For the Delaware Department of Natural Resources and Environmental Control, she worked as their Division of Climate and Energy Intern. Among her challenges was compiling revisions to the Delaware Weatherization Assistance Program’s Field Guide, to be presented to the United States Department of Energy, which is ‘devoted to reimagining and rebuilding America’s energy grid.” At the Mpala Research Center, of Kenya, Heather collected ecological data on local animals, presenting these findings at the 2019 Princeton Environmental Institute Summer of Learning Symposium. For the Smithsonian Tropical Research Institute of Panama, she conducted fieldwork for research courses in tropical biology. Heather’s Princeton Senior Fieldwork included conducting observations and distributing daily surveys investigating the effects of the CORONA virus upon human behavior. She volunteered for SVC El Centro Core, where she created engaging lesson plans to encourage participation in Trenton’s English as a Second Language courses. As a Princeton Young Achievers Volunteer in 2019/20, Heather assisted with after-school programs for low income, mostly Spanish-speaking, students in the town of Princeton. She adds a “working knowledge of Portuguese” to her spoken, auditory and written expertise in Spanish. Heather will be managing D&R Greenway’s new kayak-supported Delaware River education program and overseeing planning for the re-creation of gardens at the former Joseph Bonaparte estate of Point Breeze in Bordentown.

 

Heather reveals, “In the Princeton University Department of Ecology and Evolutionary Biology, I spent a lot of time learning the amazing biodiversity of our planet. However, delving more deeply, I came to realize the myriad of ways in which development threatens, –not only these species–, but also various aspects of human life, –from our food system to our ability to access clean water and recreation spaces. D&R Greenway’s dedication to preserving land in perpetuity will not only protect the biodiversity that I am so passionate about, but also provide the opportunity for New Jerseyans to live healthy, happy lives, even in one of the most densely populated places in the country.”

 

Prior Fellows at D&R Greenway included Allegra Lovejoy, whose work established Capital City Farm in Trenton under D&R Greenway’s guidance; Kelsey Kane-Ritsch who coordinated the first River Days celebrations for the Alliance for Watershed Education of the Delaware River; and Nadeem Demian who expanded D&R Greenway’s community conservation work and established the land trust’s partnership with the Latin American Legal Defense and Education Fund.

 

Most recently, Maria Stahl, the 2020-2021 Fellow, created a series of educational webinars on the Delaware River and assisted the land trust’s stewardship work, engaging family groups with planting of over 1,600 trees during the pandemic. She managed D&R Greenway’s first-ever Masquerade Parade, a successful alternative to trick-or-treating during the pandemic, that will be repeated in 2021.  Maria evaluated her experience at D&R Greenway – “I joined

D&R Greenway as someone passionate about the environment but without much real-world conservation experience. Over the course of the year, I learned so much from everyone at D&R Greenway about all the hard work and passion that is needed to do the work that they do – preserving and protecting land for generations to come. In the midst of the pandemic this was especially important, as more people were utilizing our trails than ever before. Looking back, I am particularly happy that I was able to provide ways for the FUTURO students to be together and collaborate on projects – first with their float for the Masquerade Parade and later with an educational series about the Delaware River Watershed. This was a year like no other, and I feel very fortunate to have spent it with D&R Greenway.”

 

D&R Greenway’s mission to preserve and care for land and to inspire a conservation ethic is furthered by mentoring future leaders, another way that D&R Greenway is having a bigger impact on the environment locally and beyond.

 

BACKGROUND

 

D&R Greenway Land Trust, an accredited nonprofit, has saved nearly 21,200 acres of New Jersey land since its 1989 founding. Preserving land for life and creating public trails grants everyone the opportunity to enjoy the great outdoors. The land trust’s preserved farms and community gardens provide local organic food for neighbors—including those in need. D&R Greenway’s strategic land conservation and stewardship combat climate change, protect wildlife, and ensure clean drinking water for future generations. D&R Greenway’s mission is connecting land with people from all walks of life. D&R Greenway’s Johnson Education Center, home to its art galleries in Princeton, is closed to the public, to ensure health and safety, during the COVID emergency.

 

Our outdoor trails and labyrinth are open. Visit our Facebook and Instagram pages and www.drgreenway.org to learn about the organization’s latest news and virtual programs. D&R Greenway Land Trust, One Preservation Place, Princeton NJ, 08540. The best way to reach D&R Greenway Staff during the COVID pandemic is by e-mail, or by calling                D&R Greenway at 609-578-7470 or info@drgreenway.org.

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Education Healthcare

Leading N.J. health school announces initiative for nation’s first trauma-informed campus with $1 million VOCA grant

EWING, N.J. – Healthcare experts in the School of Nursing, Health, and Exercise Science (SNHES) at The College of New Jersey (TCNJ) are transforming the state university into the nation’s first trauma-informed campus with a new education support collaboration, AmIOK. The program is funded by a $1 million Victims of Crime Act (VOCA) grant.

 

Servicing TCNJ and the greater Mercer County area, AmIOK helps college students who experience a crime or traumatic event with a 24-hour confidential hotline operated by trained counsellors and nurse practitioners. The program’s comprehensive healing approach includes medical assistance, counseling and other individualized services. AmIOK implements community education and training to foster a trauma-informed communication approach for students, faculty and staff.

 

“Before forming AmIOK in partnership with the Center for Integrative Wellness, we used data collected from our campus climate survey to gauge what support networks students believed were missing on campus,” explains TCNJ Assistant Professor and Graduate Nursing Program Coordinator Dr. Dara Whalen. Leading the effort to transform TCNJ into a trauma-informed campus, Dr. Whalen has extensive experience as a healthcare professional helping vulnerable populations in various US locations, from New York to Alaska. “Through this survey, we found significant gaps in student access to reporting criminal and traumatic events. AmIOK was founded to provide 24-hour services to those who experience trauma and educate people to think and communicate from a trauma-informed perspective.”

 

Aside from benefiting from AmIOK counselling and education, TCNJ students help amplify the support program: campus connectors facilitate AmIOK’s social media presence; ambassadors run information tables at events and actively refer peers to relevant services; and companions receive trauma training to escort affected survivors to on and off-campus facilities for recovery.

 

“Our team is just unbelievable. I have never met a more passionate and caring group of people in my entire life,” says AmIOK student volunteer project coordinator and companion, Tulika Desai, Nursing Major TCNJ 2023.

 

Adverse childhood experiences (ACEs) are potentially traumatic events experienced at a young age. Since 61% of US adults across 25 states have experienced at least one type of ACE, the Center for Disease Control (CDC) claims ACEs can increase chances of illness, early mortality, injury, involvement in criminal acts and chronic diseases. Trauma-informed care is a human service framework that promotes understanding trauma’s influence on people’s lives.

 

“Adverse childhood experiences resulting from factors like physical abuse, household substance abuse and incarceration have lifelong effects on physiological and psychological health. If someone has six ACEs or more, their lifespan may be shortened by 20 years,” says Dr. Whalen. “Trauma-informed care addressing ACEs has been prevalent in K-12 schools and child protective services for some time. However, this approach has been a well-kept secret that has only recently percolated to other sectors.”

 

AmIOK Assistant Program Director and Manager of Training Development Liza Woods adds, “Trauma needs to be addressed by providing an ample support network to help survivors. With AmIOK, we are training students so that when they leave school, they know how to infuse a trauma-informed perspective into a variety of careers.”

 

TCNJ’s School of Nursing, Health, and Exercise Science Dean Carole Kenner remarks, “The AmIOK program is exemplary of the motivation of our faculty, staff and students to improve and contribute to their communities. Our school is honored to play a part in systemically changing how traumatic events are addressed on college campuses everywhere.”

 

Trauma-informed care is prioritized by multiple disciplines taught in the School of Nursing, Health, and Exercise Science. Associate Professor and Department of Public Health Chair Dr. Brenda Seals says, “Because a history of trauma especially affects those who experience health disparities and other vulnerable populations, trauma-informed care may be the key to resolving many health disparities.” According to the Department of Health and Exercise Science Chair Dr. Anne Farrell, “It’s vital to consider trauma when addressing physical health. For instance, exercise is a great way to channel energy and act as a stress reducer.”

 

The Victims of Crime Act is a 1984 law enacted to assist crime victims through resources outside of the justice system. VOCA established the Crime Victim’s Fund, a funding source for crime victims throughout the nation.

 

TCNJ’s School of Nursing, Health, and Exercise Science educates aspiring health professionals to become future leaders across the healthcare industry. Faculty work closely with local healthcare partners to provide students with applicative skills and foundational knowledge. The nationally acclaimed school is dedicated to preparing individuals—through programs in nursing, public health, exercise science, and physical education teaching—for the many rewards of guiding people, communities, and populations toward improved health outcomes.

 

Contact Information

Crothers Consulting | info@crothersconsulting.co | (800) 831-3840

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Education Local News

Why a leading NJ arts school professor has been selected as an author for historic global art textbook

EWING, N.J. – Professor of Art History in the School of the Arts and Communication at The College of New Jersey (TCNJ) Dr. Deborah Hutton has been selected to co-lead author the first global art history survey textbook of the 21st century.

Deborah Hutton, 2017
Art History Professor

 

“The History of Art: A Global View,” published by London’s Thames & Hudson, comprises 75 cohesive chapters and addresses the need to improve inclusivity in art history education.

 

“Along with editing chapters, I helped to recommend vocabulary choices throughout the entire volume. The writing and editing processes have been very collaborative. The team held digital chats to brainstorm the challenges of contextualizing global art history,” says Dr. Hutton. The TCNJ professor wrote the book’s sections on South Asian and Islamic art. She specializes in art created for South Asian Muslim courts between the 16th and early 20th centuries. Discussing the role of scholars in the field, she remarks, “My goal is to help move art history forward.”

 

The international art history reference is organized chronologically to emphasize cultural connections over time. Thematic sections include: “The Earliest Art,” “Early Cities and Empires,” “The Spread of Religions,” “Looking Inward, Exploring Outward,” “Imperialism, Revolution, and Innovation,” and “Art in a Connected World”. The comprehensive textbook will be integrated with adaptive assessment tool InQuizitive, featuring zoomable images, architectural panoramas, tutorials, animations and videos showcasing historical eras and themes, media and processes, and visual analysis exercises.

 

Thames & Hudson’s historic publication features leading experts from higher education institutions including Emerson College, University of Massachusetts Boston, University of Chicago and Calvin University. Dr. Jean Robertson of Indiana University contributed as the other co-lead author for the book.

 

TCNJ’s School of the Arts and Communication Dean Maurice Hall explains, “Dr. Hutton’s work on this historic global art history book is exemplary of the talented faculty students encounter while attending our school. We are proud that her innovative approach has received the recognition it deserves.” The Department of Art and Art History at TCNJ is the number two best school to study fine and studio arts in New Jersey.

 

Founded in 1949, Thames & Hudson is one of the world’s leading publishers of illustrated books with over 2,000 titles in print. Thames & Hudson publishes high-quality books across ‎all areas of visual creativity: the arts (fine, applied, decorative, performing), architecture, design, photography, fashion, film and music, and also archaeology, history and popular culture.

 

The School of the Arts and Communication is TCNJ’s interdisciplinary arts, performance, music, multimedia and communication studies branch. Proud to provide students with a top-tier liberal arts education, the school is an inclusive community of dedicated teaching professionals focused on preparing young minds to flourish as productive citizens in a complex world. Watch student films and music performances on ArtsComm DIGITAL, a brand-new digital platform by the School of the Arts and Communication.

 

 

Contact Information

Crothers Consulting | info@crothersconsulting.co | (800) 831-3840

 

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Education

Top NJ public health and business programs launch innovative dual degree

EWING, N.J. – The graduate programs of the public health department and business school at The College of New Jersey (TCNJ) are partnering to launch a fast-track dual Master in Business Administration (MBA) and Master in Public Health (MPH) degree in fall 2021. This affordable joint program will be taught with a combination of online and in-person instruction. Applicants can enroll immediately until August 6th.

 

 The combined degree was developed partially in response to enrolled TCNJ student and alumni demand. The public health department in TCNJ’s School of Nursing, Health, and Exercise Science ranks 33rd in the nation. The college’s School of Business undergraduate program ranked number one in New Jersey in 2016.

“To be an effective public health professional, one needs to recognize the connection between economics and health,” says Public Health Assistant Professor and Graduate Program Director Dr. Sylvia Twersky. “Health organizations like hospitals leverage data to assess patient needs and inform budgetary allocations. The new dual MBA-MPH degree will prepare students for increasingly interdisciplinary demands of public health and administration positions.”

TCNJ’s School of Nursing, Health, and Exercise Science Dean Carole Kenner remarks, “At a societal level, embracing the interdisciplinary aspects of public health and business administration has been especially vital during the pandemic. We are thrilled to partner with the college’s School of Business to offer applicants a cost-effective, expedient and comprehensive learning program that readies them for expanding health and business fields.”

The dual MBA-MPH degree is a two-year program available for full-time graduate students. The education track will feature courses in business and health analytics, health communication, epidemiology and core MBA classes.

TCNJ’s School of Business MBA Director Chanelle Lester, JD, says, “There’s often this misconception that in the business world, everything is about making money. In reality, company leaders can learn a lot about administration and assessing populations from the public health field.”

Dean of TCNJ’s School of Business Kathryn Jervis explains, “We are delighted to partner with the public health program since good business practices assist in the efficient management of public health resources whereby agencies can run more successfully and productively with sound business knowledge.”

The School of Business at TCNJ is a leader in undergraduate business education. Offering intellectually challenging growth experiences, accomplished faculty empower students with knowledge and skills to thrive in the modern business world. Alumni occupy some of the most reputable positions in local, regional and international enterprises.

TCNJ’s School of Nursing, Health, and Exercise Science educates aspiring health professionals to become future leaders across the healthcare industry. Faculty work closely with local healthcare partners to provide students with applicative skills and foundational knowledge. The nationally acclaimed school is dedicated to preparing individuals—through programs in nursing, public health, exercise science, and physical education teaching—for the many rewards of guiding people, communities, and populations toward improved health outcomes.

Contact Information

Crothers Consulting | info@crothersconsulting.co | (800) 831-3840

Categories
Education Entertainment News

Why a student at a leading NJ Arts and Communication School was selected to compose music for American Repertory Ballet

 

EWING, NJ – The College of New Jersey (TCNJ) student Haley Wright, Class of 2023, was chosen to compose music for American Repertory Ballet (ARB). Her piano composition was paired with a dance performance in ARB’s digital 2021 spring season. Haley is an Interactive Multimedia (IMM) major in TCNJ’s School of the Arts and Communication.

 

The song, “Saudade”, draws inspiration from the Portuguese word’s inherent meaning of “nostalgia” with a sense of “hopefulness”. “Especially with the pandemic over the past year, the word saudade seemed an appropriate title for our time. We all have hope our society will eventually return to some version of normal,” Wright said. The American Repertory Ballet approached Haley about crafting the musical work after creating a short dance film to a song Wright composed called “Repeat” in June 2020.

 

“I completed the piece on piano during winter break. I created it to pick up from where ‘Repeat’ left off. ‘Saudade’ contains four composition sections, each one sculpted to convey emotional fluctuations,” Wright explained. She has performed ballet since an early age, and began dancing with the American Repertory Ballet as a trainee after high school in 2017. After a year, she was promoted to ARB’s second company. She started attending TCNJ part time in 2018 until 2020, when she decided to enroll as a fulltime student.

 

Dean of TCNJ’s School of the Arts and Communication Maurice Hall says, “We are proud to enroll some of New Jersey’s most talented young performers. Accomplishments of multi-talented artists like Ms. Wright exemplify the school’s rich reputation for empowering students.”

 

American Repertory Ballet dance artist Ryoko Tanaka partnered with Wright to design corresponding choreography for the composition. “When I listened to ‘Saudade’ for the first time, it sounded like the music was talking to me. It was very emotional and powerful. I felt like the song was telling me a story,” Tanaka remarked. She has performed with American Repertory Ballet for three years and became a company member in 2018. The American Repertory Ballet’s virtual performance of “Saudade” in April marked Tanaka’s debut as a choreographer for the organization.

 

Founded in 1963, American Repertory Ballet’s mission is to bring the joy, beauty, artistry and discipline of classical and contemporary dance to New Jersey and nationwide audiences, and to dance students through artistic and educational programs. The organization comprises: the preeminent professional classical and contemporary ballet company in the state; Princeton Ballet School, one of the largest and most respected non-profit dance schools in the nation; and ARB’s Access & Enrichment initiatives, including the acclaimed DANCE POWER program, the longest continuously running community and arts partnership in New Jersey.

 

The School of the Arts and Communication is TCNJ’s interdisciplinary arts, performance, music, multimedia and communication studies branch. Proud to provide students with a top-tier liberal arts education, the School is an inclusive community of dedicated teaching professionals focused on preparing young minds to flourish as productive citizens in a complex world. Watch student films and music performances on ArtsComm DIGITAL, a brand-new digital platform by the School of the Arts and Communication.

 

Contact Information

Crothers Consulting | info@crothersconsulting.co | (800) 831-3840

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Education Healthcare

Why students in a top NJ college health program are improving public vaccine efforts

Students in the School of Nursing, Health, and Exercise Science at The College of New Jersey are monitoring vaccine hesitancy in vulnerable populations to help inform public policy.

 

EWING, NJ – The U.S. administered over 200 million COVID-19 vaccines in President Biden’s first 100 days in office. However, vaccination rates are now falling by disturbing measures, from a high of 3.38 million to 2.86 million people vaccinated per day. Emboldened by the federal government pausing Johnson & Johnson’s vaccine in April, vaccine hesitancy remains a national crisis. Students in the School of Nursing, Health, and Exercise Science at The College of New Jersey (TCNJ) have partnered with the New Jersey Public Health Association to understand why vulnerable demographics are hesitant to get vaccinated and how to improve New Jersey’s state messages to these populations.

TCNJ public health major, Arianna Ceballos, Class of 2022, is spearheading this effort. “Being Hispanic, I see hesitancy firsthand. There is a lot of unreliable information circulating, and I’m driven to take an active role in countering this misinformation”, she says. As part of her capstone project, a cumulative experiential learning assignment, Ceballos is working with the New Jersey Public Health Association to organize virtual focus groups to monitor vaccine hesitancy in vulnerable demographics, including African Americans and Latinx communities. The study will continue through June, to be presented and published over the summer.

Associate Professor and Public Health Chair, Dr. Brenda Seals, leverages rich health communication experiences and institutional relationships to advise the initiative. “The current messages articulated by the Center for Disease Control & Prevention (CDC) and state disclaimers to encourage vaccination are usually limited to fact lists,” explains Seals. “Drawing upon data from New Jersey state, county and city departments, we found little outreach to vulnerable populations to include them in larger vaccination conversations. We are honored to collaborate with the New Jersey Public Health Association to directly address vaccine hesitancy and inform public policy.” Dr. Brenda Seals is a former CDC REACH Grant Co-Investigator, and has worked with Native American and African American populations for studies of cancer, HIV, violence and injury, mental health and health disparities.

Founded in 1875, the New Jersey Public Health Association is the oldest public health organization in the U.S. Its mission is to strengthen, advocate and advance public health in New Jersey.

Dean of TCNJ’s School of Nursing, Health, and Exercise Science Carole Kenner remarks, “Our students and faculty members embrace the teacher-scholar model and include students in faculty research and scholarship. We at the School of Nursing, Health, and Exercise Science pride ourselves on taking students seriously; empowering them to contribute their scholarship to projects beyond campus borders.”

TCNJ’s School of Nursing, Health, and Exercise Science educates aspiring health professionals to become future leaders across the healthcare industry. Faculty work closely with local healthcare partners to provide students with applicative skills and foundational knowledge. The nationally acclaimed school is dedicated to preparing individuals—through programs in nursing, public health, exercise science, and physical education teaching—for the many rewards of guiding people, communities, and populations toward improved health outcomes.

Contact Information

Crothers Consulting | info@crothersconsulting.co | (800) 831-3840

Categories
Education Healthcare

Why social media use overcomes vaccines hesitancy: Experts at top New Jersey College Arts and Communication School announce successful practices

Doctor injecting person

 

A team of internationally recognized health communication scholars at The College of New Jersey has identified successful initiatives using social media.

 

“Health organizations such as WHO and CDC can combat COVID-19 vaccination misinformation by implementing engaging, interactive social media campaigns”

Dr. Yifeng Hu, TCNJ Associate Professor and Chair of Communication Studies

EWING, NJ — Overcoming vaccine hesitancy is a national emergency, and a team of internationally recognized health communication scholars in the Department of Communication Studies in the School of the Arts and Communication at The College of New Jersey (TCNJ) has identified successful initiatives using social media.

 

TCNJ’s Department of Communication Studies currently ranks number one in New Jersey and received the 2013 National Communication Association Rex Mix Program of Excellence Award as the nation’s best undergraduate communication studies department. These TCNJ communication studies experts discovered five vital strategies that lead to effective outcomes: mobilize multiple social media platforms; enlist a wide range of cultural influencers; engage social media users with entertaining and interactive campaign messages and activities; communicate scientific facts about COVID-19 to reduce stigma; and showcase both Republicans and Democrats supporting vaccination.

 

In many countries, social media netizens and content providers are eager to cooperate with national leaders to encourage mask-wearing, social distancing and hand washing. Dr. John C. Pollock, Professor of Communication Studies and Public Health, editor of forthcoming 2021 book “COVID-19 in International Media”, says, “New Zealand Prime Minster Jacinda Ardern’s appearance on a Facebook app nightly in sweatshirt or pajamas to remind fellow Kiwis to practice safety precautions and ‘stay in bubbles’ is a powerful lesson for leaders everywhere.”

 

Pollock’s research uncovers comprehensive national polls finding that in order to de-politicize vaccination communication messages, reducing the association of health promotion with political partisanship is essential for saturated vaccination. He also notes many countries distribute widely song and dance videos promoting precautionary COVID-19 practices, suggesting the US should enlarge the number of participating musical leaders, beyond Dolly Parton or Columbia neurosurgeon Dr. Olajide Williams, who founded Hip Hop Public Health and animated features extolling the benefits of ‘community immunity’.

 

According to Dr. Yifeng Hu, Associate Professor and Chair of Communication Studies at TCNJ, author of a systematic review on health communication research in the digital age, “Health organizations such as WHO and CDC can combat COVID-19 vaccination misinformation by implementing engaging, interactive social media campaigns through a variety of entertaining digital communication strategies.”

 

“My research suggested that in earlier pandemic stages, one in five tweets contained elements of stigma communication,” says Assistant Professor of Communication Studies and Public Health, Dr. Yachao Li, author of the article “Constructing and Communicating COVID-19 Stigma on Twitter.” Negative attitudes and discrimination toward front line workers can isolate and discourage people from seeking medical care or vaccines. Widespread distribution of engaging, accurate, and up-to-date information is essential to reduce pandemic stigma.

 

“I’m very proud of the way our school’s health communication scholars have employed their expertise to successfully address the most dangerous pandemic in modern memory”, says Dr. Maurice Hall, Dean of TCNJ School of the Arts and Communication.

 

The three health communication scholars on the international COVID-19 team teach in the School of the Arts and Communication, TCNJ’s interdisciplinary arts, performance, music, multimedia and communication studies branch. Proud to provide students with a top-tier liberal arts education, the School is an inclusive community of dedicated teaching professionals focused on preparing young minds to flourish as productive citizens in a complex world. Watch student films and music performances on ArtsComm DIGITAL, a brand-new digital platform by the School of the Arts and Communication.

Contact Information

Crothers Consulting | info@crothersconsulting.co | (800) 831-3840

Source: The College of New Jersey School of the Arts and Communication