Leadership a plus, but not required
Online Source: http://osuthepractice.com/experience-a-plus-but-not-required/
By: Chelsea Hagan
Being a leader. This is something many college students aspire to do, whether it is through an on-campus organization, job, internship or other opportunity.
However, being a leader isn’t all that easy. Through my leadership experiences at Ohio State I have found that there are two key traits a leader must have in order to be successful.
The first is love. This should be innate, but if it isn’t then you should probably reconsider what you are spending your time doing. Love doesn’t simply mean caring about what you are doing. In a leadership role, love means getting to know those in your group and appreciating them for their unique talents.
The second is passion. Passion comes along with fully knowing your responsibility in the group’s success. Sometimes passion is a desire that burns within someone, but more often passion is something that grows over time.
You are probably wondering why these two traits trump all other leadership skills. Why didn’t I pick experience, skill, talent or age? Although these are all important to be a successful leader, they are not essential.
Love and passion trump all other traits because they are contagious. Everyone in the group will be inspired and driven by the love and passion of a leader. More importantly, those group members will begin to show both traits. Experience and skill are both important traits, but passion and love determine the success of a group and the success of a leader.
Next year I will be taking on a new leadership role as an account executive for The PRactice. When I first joined The PRactice as an account associate this year, I came in with little experience and skill.
However, my passion and love for public relations has driven me to take on a leadership position in the organization. My passion for writing and media relations has been fostered through The PRactice and I hope through my role as account executive, I can inspire younger students to find their passion.
So, the next time you are concerned about not having enough experience, don’t count yourself out. Passion and love are the foundation of a great leader and they fuel stronger experiences for yourself and those you are leading.
–@ChelseaaHagan
Online Source: http://osuthepractice.com/experience-a-plus-but-not-required/
By: Chelsea Hagan
Being a leader. This is something many college students aspire to do, whether it is through an on-campus organization, job, internship or other opportunity.
However, being a leader isn’t all that easy. Through my leadership experiences at Ohio State I have found that there are two key traits a leader must have in order to be successful.
The first is love. This should be innate, but if it isn’t then you should probably reconsider what you are spending your time doing. Love doesn’t simply mean caring about what you are doing. In a leadership role, love means getting to know those in your group and appreciating them for their unique talents.
The second is passion. Passion comes along with fully knowing your responsibility in the group’s success. Sometimes passion is a desire that burns within someone, but more often passion is something that grows over time.
You are probably wondering why these two traits trump all other leadership skills. Why didn’t I pick experience, skill, talent or age? Although these are all important to be a successful leader, they are not essential.
Love and passion trump all other traits because they are contagious. Everyone in the group will be inspired and driven by the love and passion of a leader. More importantly, those group members will begin to show both traits. Experience and skill are both important traits, but passion and love determine the success of a group and the success of a leader.
Next year I will be taking on a new leadership role as an account executive for The PRactice. When I first joined The PRactice as an account associate this year, I came in with little experience and skill.
However, my passion and love for public relations has driven me to take on a leadership position in the organization. My passion for writing and media relations has been fostered through The PRactice and I hope through my role as account executive, I can inspire younger students to find their passion.
So, the next time you are concerned about not having enough experience, don’t count yourself out. Passion and love are the foundation of a great leader and they fuel stronger experiences for yourself and those you are leading.
–@ChelseaaHagan
How to nail the phone interview & land the job
Online Source: http://osuthepractice.com/how-to-nail-the-phone-interview-land-the-job/
By: Chelsea Hagan
Phone interviews are an increasing norm in today’s internship or job process. Typically they come as the second step after turning in your resume or cover letter. In an increasingly competitive job market, having a good phone interview could land you the internship or job. So, how do you have the perfect phone interview?
1. Be comfortable.
What you are wearing for a phone interview does not matter, so be comfortable. The advantage of a phone interview is you get to be in your element, your environment, which allows you to be more in touch with yourself. Take advantage of interviewing with some top communicators while you sit in your pajamas. (Trust me, it’s nice!)
2. Research, research, research!
This is true for both phone interviews and in-person interviews. However, the benefit of a phone interview is you can have all your notes right in front of you at all times. So wow them in the interview with your knowledge of the company. When they ask you why you want to work for them include an interesting fact about their history and tie that into your response. It will show you care.
3. Be more direct.
In a phone interview they can’t see you, which can be a disadvantage. They can’t see you smile or nod, so you have to be more direct with your words. You should answer more to their responses. When you ask them a question and they respond use that as an opportunity to provide a response back. It proves that you were listening, since you can’t use your normal nonverbal communication tactics.
4. Be okay with some awkwardness.
Phone interviews can be more awkward than an in-person interview. People sometimes talk over each other, you may have missed a few words of what someone said and there may be awkward pauses. Embrace the awkwardness. If you accidentally talk over the interviewer try to make a joke or show your personality. Handling these situations in stride can help show what kind of candidate you are.
Whether you are a seasoned pro at interviews or preparing for your first one, utilizing these techniques will help you stand out from the rest of the applicant pool. If you’re still looking for more tips on nailing the perfect phone interview, check out this story from US News and World Report.
Online Source: http://osuthepractice.com/how-to-nail-the-phone-interview-land-the-job/
By: Chelsea Hagan
Phone interviews are an increasing norm in today’s internship or job process. Typically they come as the second step after turning in your resume or cover letter. In an increasingly competitive job market, having a good phone interview could land you the internship or job. So, how do you have the perfect phone interview?
1. Be comfortable.
What you are wearing for a phone interview does not matter, so be comfortable. The advantage of a phone interview is you get to be in your element, your environment, which allows you to be more in touch with yourself. Take advantage of interviewing with some top communicators while you sit in your pajamas. (Trust me, it’s nice!)
2. Research, research, research!
This is true for both phone interviews and in-person interviews. However, the benefit of a phone interview is you can have all your notes right in front of you at all times. So wow them in the interview with your knowledge of the company. When they ask you why you want to work for them include an interesting fact about their history and tie that into your response. It will show you care.
3. Be more direct.
In a phone interview they can’t see you, which can be a disadvantage. They can’t see you smile or nod, so you have to be more direct with your words. You should answer more to their responses. When you ask them a question and they respond use that as an opportunity to provide a response back. It proves that you were listening, since you can’t use your normal nonverbal communication tactics.
4. Be okay with some awkwardness.
Phone interviews can be more awkward than an in-person interview. People sometimes talk over each other, you may have missed a few words of what someone said and there may be awkward pauses. Embrace the awkwardness. If you accidentally talk over the interviewer try to make a joke or show your personality. Handling these situations in stride can help show what kind of candidate you are.
Whether you are a seasoned pro at interviews or preparing for your first one, utilizing these techniques will help you stand out from the rest of the applicant pool. If you’re still looking for more tips on nailing the perfect phone interview, check out this story from US News and World Report.
Alumnus nominated to ‘100 Leaders of Great Hospitals in America’
Online Source: http://cph.osu.edu/news/2013/06/alumnus-nominated-‘100-leaders-great-hospitals-america’
June 10, 2013 by Chelsea Hagan | CPH Intern Categories: Alumni, MHA, Health Care
Alumnus Keith Alexander, CEO of Memorial Hermann Memorial City Medical Center, was named one of “100 Leaders of Great Hospitals in America” by Becker’s Hospital Review, a publication that features up-to-date business and legal news and analysis relating to hospitals and hospital systems. Alexander (MHA, Class of ’88) has worked for the hospital since 2007 and was named CEO in 2009.
Becker’s Hospital Review is one of three awards that Memorial Hermann Memorial City Medical Center has received in 2013. The hospital was named to the 100 Top Hospitals by Truven Health Analytics and was also given the Distinguished Hospital Award for Clinical Excellence for the sixth year in a row by Healthgrades, an independent health care ratings company.
“I am proud to be associated with an outstanding medical staff of more than 1,000 physicians and a superbly-competent base of over 1,600 hospital employees,” Alexander said.
He said the national recognition from three separate, independent organizations produces the same conclusion: Memorial City Medical Center ranks amongst the top 100 hospitals in America.
“As one of the nation’s leading health systems, I firmly believe Memorial Hermann will be transformational nationally, in areas related to quality and patient safety, and beyond,” Alexander said. “Our vision is to advance the health of the communities we serve. In terms of quality and patient safety, we intend to continuously evolve towards a high-reliability organization. If we are successful, we will greatly enhance the quality care and safety delivered in our community.”
Prior to being CEO of Memorial Hermann, Alexander also served as chief operating officer of Saint Joseph HealthCare and Administrator/Regional Operations Officer of Intermountain Healthcare. He received his Bachelor of Science in Biology from Ohio State then returned to receive his master’s degree in Hospital and Health Services Administration from the College of Public Health.
- See more at: http://cph.osu.edu/news/2013/06/alumnus-nominated-%E2%80%98100-leaders-great-hospitals-america%E2%80%99#sthash.OOvBX9Vj.dpuf
Online Source: http://cph.osu.edu/news/2013/06/alumnus-nominated-‘100-leaders-great-hospitals-america’
June 10, 2013 by Chelsea Hagan | CPH Intern Categories: Alumni, MHA, Health Care
Alumnus Keith Alexander, CEO of Memorial Hermann Memorial City Medical Center, was named one of “100 Leaders of Great Hospitals in America” by Becker’s Hospital Review, a publication that features up-to-date business and legal news and analysis relating to hospitals and hospital systems. Alexander (MHA, Class of ’88) has worked for the hospital since 2007 and was named CEO in 2009.
Becker’s Hospital Review is one of three awards that Memorial Hermann Memorial City Medical Center has received in 2013. The hospital was named to the 100 Top Hospitals by Truven Health Analytics and was also given the Distinguished Hospital Award for Clinical Excellence for the sixth year in a row by Healthgrades, an independent health care ratings company.
“I am proud to be associated with an outstanding medical staff of more than 1,000 physicians and a superbly-competent base of over 1,600 hospital employees,” Alexander said.
He said the national recognition from three separate, independent organizations produces the same conclusion: Memorial City Medical Center ranks amongst the top 100 hospitals in America.
“As one of the nation’s leading health systems, I firmly believe Memorial Hermann will be transformational nationally, in areas related to quality and patient safety, and beyond,” Alexander said. “Our vision is to advance the health of the communities we serve. In terms of quality and patient safety, we intend to continuously evolve towards a high-reliability organization. If we are successful, we will greatly enhance the quality care and safety delivered in our community.”
Prior to being CEO of Memorial Hermann, Alexander also served as chief operating officer of Saint Joseph HealthCare and Administrator/Regional Operations Officer of Intermountain Healthcare. He received his Bachelor of Science in Biology from Ohio State then returned to receive his master’s degree in Hospital and Health Services Administration from the College of Public Health.
- See more at: http://cph.osu.edu/news/2013/06/alumnus-nominated-%E2%80%98100-leaders-great-hospitals-america%E2%80%99#sthash.OOvBX9Vj.dpuf
Professor Amy Acton hopes to transform introductory public health courses with student-driven eTextbooks
Online Source: http://cph.osu.edu/news/2013/06/professor-amy-acton-hopes-transform-introductory-public-health-courses-student-driven
June 11, 2013 by Chelsea Hagan | CPH Intern Categories: Academic, Students, Faculty, Global Health
Can students write their own textbooks? Amy Acton thinks so.
Acton, assistant professor of clinical public health, is collaborating with her students on a new e-textbook for her Introduction to Global Public Health course.
“My students create content that is so good and I always thought it would be great to pass on to the next generation,” Acton said. “The new e-textbook we are creating will do just that.”
The e-textbook will not only include students’ work, but will also be more up-to-date than other textbooks. It will also contain interactive features including pictures, videos, and possibly 3D technology. Students in Acton’s Introduction to Global Public Health course will have the opportunity to submit work to be published in the e-textbook, keeping the content current and accurate.
Along with submitting work, undergraduate public health students will also have the opportunity to serve as editors of the e-textbook. Currently, four undergraduate students are working with Acton.
Sarah Newman, a third-year undergraduate public health student, has been working with Acton as an editor since the beginning of the project.
“Dr. Acton was looking for an introductory public health book to use for class, and most of them are kind of boring,” Newman said. “So she had the idea that we could make our own textbook. Right now we only have the last chapter, but we are working on a bunch of chapters including careers, health measures, and other subjects discussed in the introductory class.”
Acton said their current goal for the project is to offer the e-textbook as an iBook on Apple devices, which would make it compatible with iPads. From there, she said they would like to do a pilot course in which each student would be given an iPad, allowing them to use the e-textbook in the classroom. However, they hope the e-textbook will be compatible with multiple platforms beyond the iPad.
“Could technology be something that humanizes the classroom?” Acton said. “I would be against technology because it seems to take away the personal aspect, but there is nothing humanizing about being lectured at in a giant lecture hall either. We are trying to find that unique way to use technology, but to keep it about the community.”
Currently, the project is being funded through the Impact Grant awarded to Acton by Ohio State’s Office of the Chief Information Officer (now Distance Education and eLearning). The grant is awarded to instructors who are developing projects that use technology to impact student learning in an engaging way. Acton is one of three professors to win the award in June 2012.
Right now the textbook is free, but as Acton and her team continue to work on the project she said there will be a small fee to offset paying editors. Acton said they hope to be finishing the last chapters in spring 2014.
Learn more about the eTextbook project and team here.
- See more at: http://cph.osu.edu/news/2013/06/professor-amy-acton-hopes-transform-introductory-public-health-courses-student-driven#sthash.yA6nXmzK.dpuf
Online Source: http://cph.osu.edu/news/2013/06/professor-amy-acton-hopes-transform-introductory-public-health-courses-student-driven
June 11, 2013 by Chelsea Hagan | CPH Intern Categories: Academic, Students, Faculty, Global Health
Can students write their own textbooks? Amy Acton thinks so.
Acton, assistant professor of clinical public health, is collaborating with her students on a new e-textbook for her Introduction to Global Public Health course.
“My students create content that is so good and I always thought it would be great to pass on to the next generation,” Acton said. “The new e-textbook we are creating will do just that.”
The e-textbook will not only include students’ work, but will also be more up-to-date than other textbooks. It will also contain interactive features including pictures, videos, and possibly 3D technology. Students in Acton’s Introduction to Global Public Health course will have the opportunity to submit work to be published in the e-textbook, keeping the content current and accurate.
Along with submitting work, undergraduate public health students will also have the opportunity to serve as editors of the e-textbook. Currently, four undergraduate students are working with Acton.
Sarah Newman, a third-year undergraduate public health student, has been working with Acton as an editor since the beginning of the project.
“Dr. Acton was looking for an introductory public health book to use for class, and most of them are kind of boring,” Newman said. “So she had the idea that we could make our own textbook. Right now we only have the last chapter, but we are working on a bunch of chapters including careers, health measures, and other subjects discussed in the introductory class.”
Acton said their current goal for the project is to offer the e-textbook as an iBook on Apple devices, which would make it compatible with iPads. From there, she said they would like to do a pilot course in which each student would be given an iPad, allowing them to use the e-textbook in the classroom. However, they hope the e-textbook will be compatible with multiple platforms beyond the iPad.
“Could technology be something that humanizes the classroom?” Acton said. “I would be against technology because it seems to take away the personal aspect, but there is nothing humanizing about being lectured at in a giant lecture hall either. We are trying to find that unique way to use technology, but to keep it about the community.”
Currently, the project is being funded through the Impact Grant awarded to Acton by Ohio State’s Office of the Chief Information Officer (now Distance Education and eLearning). The grant is awarded to instructors who are developing projects that use technology to impact student learning in an engaging way. Acton is one of three professors to win the award in June 2012.
Right now the textbook is free, but as Acton and her team continue to work on the project she said there will be a small fee to offset paying editors. Acton said they hope to be finishing the last chapters in spring 2014.
Learn more about the eTextbook project and team here.
- See more at: http://cph.osu.edu/news/2013/06/professor-amy-acton-hopes-transform-introductory-public-health-courses-student-driven#sthash.yA6nXmzK.dpuf
Graduate students experience ‘Public Health in Action’
Online Source: http://cph.osu.edu/news/2013/06/graduate-students-experience-‘public-health-action’
June 26, 2013 by Chelsea Hagan | CPH Intern Categories: Community, Public Health, Academic, HBHP, Food
Professor Randi Love’s field-based graduate course, Public Health in Action, allows students to gain real-world public health experience through an organized service activity that is connected to specific learning outcomes.
“I enjoy teaching the service learning course because it is experiential,” said Love, clinical associate professor of health behavior and health promotion in the College of Public Health. “People remember experiences and experiences shape lives.”
The focus of the course changes annually. The 2013 summer class concentrates on poverty and privilege. During the first part of the term, students learned about poverty as a social determinant of health, and examined personal privilege in a safe environment. For the second part of the term, students are volunteering for one or more of the outreach programs that reaches the underserved.
“I attempt to create a context for students at the beginning of the semester to prepare them for the service learning component,” Love said. “They are not ‘placed’ with a certain program; rather they are given a variety of options as to where they can spend their time.”
Carolyn Hagopian, a second-year Master of Public Health (MPH) student, is currently taking the course. She said the class is life-changing because it allows students to truly understand what working for underserved populations looks and feels like.
“Class becomes a place to talk about success and situations in which class members need advice or guidance,” Hagopian said. “It becomes a safe place for students to evaluate their way of being in the world, and to find support as they process the life-changing experiences they have had while volunteering.”
At the end of the course, students are able to discuss their experiences and highlights from their volunteer hours.
“My hope is that they gain a true appreciation for public health and the challenges inherent in the field,” Love said.
Upon completing the course students are asked to describe the scope and consequences of public health issues, prepare a report analyzing and synthesizing findings, and present findings to partner agencies.
Public Health in Action, PUBHHBP 7560, is a recommended elective for MPH students specializing in Health Behavior and Health Promotion. It is a 2 semester hour course.
- See more at: http://cph.osu.edu/news/2013/06/graduate-students-experience-%E2%80%98public-health-action%E2%80%99#sthash.XaQqRwBr.dpuf
Online Source: http://cph.osu.edu/news/2013/06/graduate-students-experience-‘public-health-action’
June 26, 2013 by Chelsea Hagan | CPH Intern Categories: Community, Public Health, Academic, HBHP, Food
Professor Randi Love’s field-based graduate course, Public Health in Action, allows students to gain real-world public health experience through an organized service activity that is connected to specific learning outcomes.
“I enjoy teaching the service learning course because it is experiential,” said Love, clinical associate professor of health behavior and health promotion in the College of Public Health. “People remember experiences and experiences shape lives.”
The focus of the course changes annually. The 2013 summer class concentrates on poverty and privilege. During the first part of the term, students learned about poverty as a social determinant of health, and examined personal privilege in a safe environment. For the second part of the term, students are volunteering for one or more of the outreach programs that reaches the underserved.
“I attempt to create a context for students at the beginning of the semester to prepare them for the service learning component,” Love said. “They are not ‘placed’ with a certain program; rather they are given a variety of options as to where they can spend their time.”
Carolyn Hagopian, a second-year Master of Public Health (MPH) student, is currently taking the course. She said the class is life-changing because it allows students to truly understand what working for underserved populations looks and feels like.
“Class becomes a place to talk about success and situations in which class members need advice or guidance,” Hagopian said. “It becomes a safe place for students to evaluate their way of being in the world, and to find support as they process the life-changing experiences they have had while volunteering.”
At the end of the course, students are able to discuss their experiences and highlights from their volunteer hours.
“My hope is that they gain a true appreciation for public health and the challenges inherent in the field,” Love said.
Upon completing the course students are asked to describe the scope and consequences of public health issues, prepare a report analyzing and synthesizing findings, and present findings to partner agencies.
Public Health in Action, PUBHHBP 7560, is a recommended elective for MPH students specializing in Health Behavior and Health Promotion. It is a 2 semester hour course.
- See more at: http://cph.osu.edu/news/2013/06/graduate-students-experience-%E2%80%98public-health-action%E2%80%99#sthash.XaQqRwBr.dpuf
One Health: Four health sciences students learn rabies elimination in Ethiopia
Online Source: http://cph.osu.edu/news/2013/07/one-health-four-health-sciences-students-learn-rabies-elimination-ethiopia
July 2, 2013 by Chelsea Hagan | CPH Intern Categories: Multi-Cultural Health, Global Health, Students, Research, Environment, Infectious Disease
This summer, Ohio State University faculty and students are visiting Ethiopia as part of the Ohio State’s One Health Summer Institute, a partnership with Ethiopian academic and government colleagues. The team includes four health sciences students who will work on a rabies eradication project.
In addition, the One Health Summer Institute will offer courses to Ethiopian students and professionals from June 17 to August 10. Along with courses, the partnership will conduct projects that will identify and manage issues of infectious diseases and chronic diseases affecting both humans and animals in relation to air, water, and food quality. Those projects include rabies eradication, cervical cancer screening and treatment, environmental hygiene, food security, and food safety.
“The ‘One Health’ partnership is crucial to make the world better and healthier,” said Wondwossen Gebreyes, professor of molecular epidemiology.
Four students, Ally Sterman, Korbin Smith, Laura Binkley (pictured) and Karissa Magnuson, from the Ohio State health sciences colleges will work on the rabies project in Gondar, Ethiopia.
Sterman, a second-year College of Veterinary Medicine student, said she has always been interested in global veterinary medicine.
“Once I heard that a group of students and staff were working on a project to help decrease the presence of a deadly zoonotic disease through both vaccination and sterilization of companion animals, I knew I really wanted to be involved,” Sterman said.
The project will be led by Robyn Wilson and Jeremy Bruskotter from the School of Environment and Natural Resources. Their goal is to implement a rabies prevention and control plan. The project has five work packages; they will be working on the first.
“Students will conduct in-depth interviews with a variety of stakeholders, namely to assess their understanding of the rabies exposure and infection process, and to uncover any additional socio-psychological factors that may be increasing the risk of exposure and infection among targeted populations,” Wilson said. “These findings will then be used to develop more targeted and effective risk communication efforts that focus on the most critical gaps in knowledge and potential misperceptions and barriers to the eradication of rabies in the country.”
Binkley, a second-year dual-master’s student in the College of Public Health and School of Environment and Natural Resources, said she has always been interested in the ecology of zoonotic disease through a one-health perspective.
“Rabies itself is often considered to be a model disease for the One-Health initiative,” Binkley said. “This project provides me with the perfect opportunity to look at rabies transmission at the human-wildlife interface.”
After the collection of data, the group will host a rabies stakeholders’ workshop bringing together government officials as well as representatives of diagnostic labs. They hope the plan will serve as the model for the implementation of canine associated rabies elimination at a national level.
Smith, a senior undergraduate in the College of Medicine’s School of Health and Rehabilitation, said he hopes that working on the project will help eliminate health disparities in underdeveloped countries.
“It is my belief that we should do our part to ensure every person on this planet receives the proper health care treatment,” Smith said.
Binkley also has hopes the project will relieve underdeveloped countries of curable diseases.
“I feel that rabies, along with other infectious diseases, should not still be endemic anywhere in the world,” Binkley said. “With information obtained from this study I hope we are able to identify critical control points for prevention as well as improve community understanding of the disease. Ultimately, I hope that a surveillance program monitoring high risk animal populations in the area will be initiated and that the prevalence of disease can be significantly reduced.”
For Magnuson, a third-year College of Veterinary Medicine student, this project will help expand her educational horizons.
“I have always found the people of Africa to be rich in culture and history and the wildlife and natural scenery to be breathtaking,” Magnuson said. “To be part of such a vital project is truly a privilege.”
The summer institute is part of the three-year strategic partnership plan taking place from 2013-2015. The goals that are shared by Ohio State, University of Gondar and Addis Ababa University include teaching and learning, research and innovation, outreach and engagement, and resources stewardship. The hope is that a successful model will be produced, which can then be used globally.
“Our commitment focusing on infectious and chronic disease capacity building in Ethiopia will have a major impact on the global society,” Dr. Gebreyes said. “This partnership is very important to the scholarly mission of our university as it provides opportunities to students and faculty that are not available using traditional means.”
Keep up with the work Ohio State's health sciences colleges are doing in Ethiopia on the Ohio State Ethiopia blog >
- See more at: http://cph.osu.edu/news/2013/07/one-health-four-health-sciences-students-learn-rabies-elimination-ethiopia#sthash.zH5HKbyj.dpuf
Online Source: http://cph.osu.edu/news/2013/07/one-health-four-health-sciences-students-learn-rabies-elimination-ethiopia
July 2, 2013 by Chelsea Hagan | CPH Intern Categories: Multi-Cultural Health, Global Health, Students, Research, Environment, Infectious Disease
This summer, Ohio State University faculty and students are visiting Ethiopia as part of the Ohio State’s One Health Summer Institute, a partnership with Ethiopian academic and government colleagues. The team includes four health sciences students who will work on a rabies eradication project.
In addition, the One Health Summer Institute will offer courses to Ethiopian students and professionals from June 17 to August 10. Along with courses, the partnership will conduct projects that will identify and manage issues of infectious diseases and chronic diseases affecting both humans and animals in relation to air, water, and food quality. Those projects include rabies eradication, cervical cancer screening and treatment, environmental hygiene, food security, and food safety.
“The ‘One Health’ partnership is crucial to make the world better and healthier,” said Wondwossen Gebreyes, professor of molecular epidemiology.
Four students, Ally Sterman, Korbin Smith, Laura Binkley (pictured) and Karissa Magnuson, from the Ohio State health sciences colleges will work on the rabies project in Gondar, Ethiopia.
Sterman, a second-year College of Veterinary Medicine student, said she has always been interested in global veterinary medicine.
“Once I heard that a group of students and staff were working on a project to help decrease the presence of a deadly zoonotic disease through both vaccination and sterilization of companion animals, I knew I really wanted to be involved,” Sterman said.
The project will be led by Robyn Wilson and Jeremy Bruskotter from the School of Environment and Natural Resources. Their goal is to implement a rabies prevention and control plan. The project has five work packages; they will be working on the first.
“Students will conduct in-depth interviews with a variety of stakeholders, namely to assess their understanding of the rabies exposure and infection process, and to uncover any additional socio-psychological factors that may be increasing the risk of exposure and infection among targeted populations,” Wilson said. “These findings will then be used to develop more targeted and effective risk communication efforts that focus on the most critical gaps in knowledge and potential misperceptions and barriers to the eradication of rabies in the country.”
Binkley, a second-year dual-master’s student in the College of Public Health and School of Environment and Natural Resources, said she has always been interested in the ecology of zoonotic disease through a one-health perspective.
“Rabies itself is often considered to be a model disease for the One-Health initiative,” Binkley said. “This project provides me with the perfect opportunity to look at rabies transmission at the human-wildlife interface.”
After the collection of data, the group will host a rabies stakeholders’ workshop bringing together government officials as well as representatives of diagnostic labs. They hope the plan will serve as the model for the implementation of canine associated rabies elimination at a national level.
Smith, a senior undergraduate in the College of Medicine’s School of Health and Rehabilitation, said he hopes that working on the project will help eliminate health disparities in underdeveloped countries.
“It is my belief that we should do our part to ensure every person on this planet receives the proper health care treatment,” Smith said.
Binkley also has hopes the project will relieve underdeveloped countries of curable diseases.
“I feel that rabies, along with other infectious diseases, should not still be endemic anywhere in the world,” Binkley said. “With information obtained from this study I hope we are able to identify critical control points for prevention as well as improve community understanding of the disease. Ultimately, I hope that a surveillance program monitoring high risk animal populations in the area will be initiated and that the prevalence of disease can be significantly reduced.”
For Magnuson, a third-year College of Veterinary Medicine student, this project will help expand her educational horizons.
“I have always found the people of Africa to be rich in culture and history and the wildlife and natural scenery to be breathtaking,” Magnuson said. “To be part of such a vital project is truly a privilege.”
The summer institute is part of the three-year strategic partnership plan taking place from 2013-2015. The goals that are shared by Ohio State, University of Gondar and Addis Ababa University include teaching and learning, research and innovation, outreach and engagement, and resources stewardship. The hope is that a successful model will be produced, which can then be used globally.
“Our commitment focusing on infectious and chronic disease capacity building in Ethiopia will have a major impact on the global society,” Dr. Gebreyes said. “This partnership is very important to the scholarly mission of our university as it provides opportunities to students and faculty that are not available using traditional means.”
Keep up with the work Ohio State's health sciences colleges are doing in Ethiopia on the Ohio State Ethiopia blog >
- See more at: http://cph.osu.edu/news/2013/07/one-health-four-health-sciences-students-learn-rabies-elimination-ethiopia#sthash.zH5HKbyj.dpuf
"Intertwined" in Cunz Hall
By: Chelsea Hagan
Video & Story -- http://cph.osu.edu/news/2013/07/intertwined-cunz-hall
By: Chelsea Hagan
Video & Story -- http://cph.osu.edu/news/2013/07/intertwined-cunz-hall
Undergraduate public health students awarded study abroad scholarships
Online Source: http://cph.osu.edu/news/2013/07/undergraduate-public-health-students-awarded-study-abroad-scholarships
July 12, 2013 by Chelsea Hagan | CPH Intern Categories: Global Health, Students, Multi-Cultural Health, BSPH, Giving
Mushtaq Dualeh dreamed of traveling the world from a very young age. She wanted to become a citizen of the world while learning new, global perspectives. Dualeh’s study abroad trip to India over May Session allowed her to finally live out that dream.
“My first step was to pursue my goal of bringing together my love for education and my dream to travel,” Dualeh said.
Dualeh, a second-year public health student with a specialization in sociology, was one of 700 students across the country (seven from Ohio State) awarded a Gilman scholarship. The Benjamin A. Gilman International Scholarship Program offers grants to undergraduate students studying abroad who have a high financial need, a diverse ethnic background, and are traveling to non-traditional destinations.
She was also awarded a global health travel fund scholarship from the College of Public Health. This fund was created to support faculty and students traveling to participate in research, field practice placements, and service learning, all focused on global public health.
“These scholarships have helped me tremendously,” Dualeh said. “I would not have been able to afford all the expenses without this support.”
Learn more about Dualeh’s experience on her blog, Tales of a Dreamer.
Anne Giangardella, a fourth-year public health student with a specialization in sociology also received a global health travel fund scholarship.
“This scholarship allowed me to gain relevant practice in my field in an environment I would never have had the opportunity to experience without the College of Public Health,” Giangardella said.
Dualeh and Giangardella used their scholarships to help fund their trip to India where they participated in the undergraduate course, “Field Experience in Global Public Health—India,” alongside 15 other public health students. The course, led by Haikady Nagaraja, chair and professor in the Division of Biostatistics, was held at Manipal University. Students attended daily lectures and participated in several field visits to see public health issues and work in action.
After their experience in India, Dualeh and Giangardella said they are more committed to using their public health degrees to improve the world.
“I hope that I can make a positive impact and use the skills and lessons that I’ve learned to better our community and our world,” Dualeh said. “For a month of my life, I lived in a developing nation. I saw children begging on the streets and people lowered to a state where defecation in alleyways and roads was normalized. From the scarcity of law enforcement to the lack of clean drinking water, the issues I witnessed in the state of Karnataka in West India confirmed that my pursuit of public health knowledge will not go to waste.”
Giangardella said she hopes to return to India someday to further her education in public health.
The course in India allows students to gain experience both in the classroom and through fieldtrips. Undergraduate students are provided a basic introduction to global public health concepts and practice, and discuss links between public health and social and economic development with a special emphasis on Indian society.
Click here to contribute to the Global health Travel Fund in the College of Public Health.
- See more at: http://cph.osu.edu/news/2013/07/undergraduate-public-health-students-awarded-study-abroad-scholarships#sthash.aj3Bk5iI.dpuf
Online Source: http://cph.osu.edu/news/2013/07/undergraduate-public-health-students-awarded-study-abroad-scholarships
July 12, 2013 by Chelsea Hagan | CPH Intern Categories: Global Health, Students, Multi-Cultural Health, BSPH, Giving
Mushtaq Dualeh dreamed of traveling the world from a very young age. She wanted to become a citizen of the world while learning new, global perspectives. Dualeh’s study abroad trip to India over May Session allowed her to finally live out that dream.
“My first step was to pursue my goal of bringing together my love for education and my dream to travel,” Dualeh said.
Dualeh, a second-year public health student with a specialization in sociology, was one of 700 students across the country (seven from Ohio State) awarded a Gilman scholarship. The Benjamin A. Gilman International Scholarship Program offers grants to undergraduate students studying abroad who have a high financial need, a diverse ethnic background, and are traveling to non-traditional destinations.
She was also awarded a global health travel fund scholarship from the College of Public Health. This fund was created to support faculty and students traveling to participate in research, field practice placements, and service learning, all focused on global public health.
“These scholarships have helped me tremendously,” Dualeh said. “I would not have been able to afford all the expenses without this support.”
Learn more about Dualeh’s experience on her blog, Tales of a Dreamer.
Anne Giangardella, a fourth-year public health student with a specialization in sociology also received a global health travel fund scholarship.
“This scholarship allowed me to gain relevant practice in my field in an environment I would never have had the opportunity to experience without the College of Public Health,” Giangardella said.
Dualeh and Giangardella used their scholarships to help fund their trip to India where they participated in the undergraduate course, “Field Experience in Global Public Health—India,” alongside 15 other public health students. The course, led by Haikady Nagaraja, chair and professor in the Division of Biostatistics, was held at Manipal University. Students attended daily lectures and participated in several field visits to see public health issues and work in action.
After their experience in India, Dualeh and Giangardella said they are more committed to using their public health degrees to improve the world.
“I hope that I can make a positive impact and use the skills and lessons that I’ve learned to better our community and our world,” Dualeh said. “For a month of my life, I lived in a developing nation. I saw children begging on the streets and people lowered to a state where defecation in alleyways and roads was normalized. From the scarcity of law enforcement to the lack of clean drinking water, the issues I witnessed in the state of Karnataka in West India confirmed that my pursuit of public health knowledge will not go to waste.”
Giangardella said she hopes to return to India someday to further her education in public health.
The course in India allows students to gain experience both in the classroom and through fieldtrips. Undergraduate students are provided a basic introduction to global public health concepts and practice, and discuss links between public health and social and economic development with a special emphasis on Indian society.
Click here to contribute to the Global health Travel Fund in the College of Public Health.
- See more at: http://cph.osu.edu/news/2013/07/undergraduate-public-health-students-awarded-study-abroad-scholarships#sthash.aj3Bk5iI.dpuf
3+2 BSPH and MPH combined degree program launched
Online Source: http://cph.osu.edu/news/2013/07/32-bsph-and-mph-combined-degree-program-launched
July 17, 2013 by Chelsea Hagan | CPH Intern Categories: BSPH, MPH, Students, Milestones
The College of Public Health approved a new five-year combined degree program, which will allow undergraduate public health students to receive their bachelor’s and master’s degrees in public health in just five years.
“This program will be beneficial for students who are interested in the Master of Public Health (MPH) degree because more than one semester of graduate work will also count towards the Bachelor of Science in Public Health (BSPH) degree,” said Amy Ferketich, chair of the undergraduate studies committee and associate professor of epidemiology.
The program is designed to have students taking undergraduate courses during their first three years, a combination of undergraduate and graduate courses their fourth year, and exclusively graduate courses their fifth year. Up to 16 semester credits of the graduate courses can be applied to the bachelor’s degree.
Students may choose an undergraduate specialization in sociology in combination with either an MPH in epidemiology or health behavior and health promotion. Students may also choose an undergraduate specialization in environmental public health in combination with an MPH in epidemiology, environmental health sciences, or veterinary public health.
“The 3+2 program has the advantage of enabling interested students to pursue a more in-depth specialization, which is essentially what MPH students hope to achieve,” said Gail Kaye, director of undergraduate programs and assistant professor of clinical public health.
Interested undergraduate students are encouraged to submit a pre-application toward the end of their second year. During their third year, students will apply for the MPH program online. Once admitted to the MPH program, students may then apply for the 3+2 combined degree program.
“We’re not sure how many students will take advantage of the program, but based on the fact that we have attracted strong students to our undergraduate program, we are anticipating that many will be interested in applying to the 3+2 program,” Ferketich said.
Interested undergraduate students must have a GPA of 3.5 or higher, complete at least 90 undergraduate semester credit hours, and must take the GRE before entering the MPH program.
For more information about the 3+2 combined degree program, click here.
- See more at: http://cph.osu.edu/news/2013/07/32-bsph-and-mph-combined-degree-program-launched#sthash.Nwe95VDM.dpuf
Online Source: http://cph.osu.edu/news/2013/07/32-bsph-and-mph-combined-degree-program-launched
July 17, 2013 by Chelsea Hagan | CPH Intern Categories: BSPH, MPH, Students, Milestones
The College of Public Health approved a new five-year combined degree program, which will allow undergraduate public health students to receive their bachelor’s and master’s degrees in public health in just five years.
“This program will be beneficial for students who are interested in the Master of Public Health (MPH) degree because more than one semester of graduate work will also count towards the Bachelor of Science in Public Health (BSPH) degree,” said Amy Ferketich, chair of the undergraduate studies committee and associate professor of epidemiology.
The program is designed to have students taking undergraduate courses during their first three years, a combination of undergraduate and graduate courses their fourth year, and exclusively graduate courses their fifth year. Up to 16 semester credits of the graduate courses can be applied to the bachelor’s degree.
Students may choose an undergraduate specialization in sociology in combination with either an MPH in epidemiology or health behavior and health promotion. Students may also choose an undergraduate specialization in environmental public health in combination with an MPH in epidemiology, environmental health sciences, or veterinary public health.
“The 3+2 program has the advantage of enabling interested students to pursue a more in-depth specialization, which is essentially what MPH students hope to achieve,” said Gail Kaye, director of undergraduate programs and assistant professor of clinical public health.
Interested undergraduate students are encouraged to submit a pre-application toward the end of their second year. During their third year, students will apply for the MPH program online. Once admitted to the MPH program, students may then apply for the 3+2 combined degree program.
“We’re not sure how many students will take advantage of the program, but based on the fact that we have attracted strong students to our undergraduate program, we are anticipating that many will be interested in applying to the 3+2 program,” Ferketich said.
Interested undergraduate students must have a GPA of 3.5 or higher, complete at least 90 undergraduate semester credit hours, and must take the GRE before entering the MPH program.
For more information about the 3+2 combined degree program, click here.
- See more at: http://cph.osu.edu/news/2013/07/32-bsph-and-mph-combined-degree-program-launched#sthash.Nwe95VDM.dpuf
Not your parents' classroom
Online Source: http://cph.osu.edu/news/2013/08/not-your-parents-classroom
August 22, 2013 by Bri Loesch and Chelsea Hagan | CPH Communications Categories: Academic, Students, Faculty
“There is nothing humanizing about being lectured at in a giant lecture hall,” said Amy Acton, clinical assistant professor of epidemiology in the College of Public Health.
Acton and two other professors in the college, Haikady Nagaraja and Randi Love, have taken non-traditional approaches to teaching. These professors have found ways to engage students inside and outside the classroom.
Acton is collaborating with her students on a new e-textbook for her Introduction to Global Public Health course. The e-textbook will not only include students’ work, but will also be maintained and updated more regularly than print textbooks.
The e-textbook will also contain interactive features including pictures, videos, and possibly 3D technology. Students in Acton’s course will have the opportunity to submit published work in the e-textbook, keeping the content current and accurate.
“We have found that students are motivated to work harder, dig deeper, and be more creative when they are co-creators of course content,” Acton said. “By channeling their passion and discovering their unique take on the global public health issues of the day, students inspire one another-- and their professor! They are no longer the passive recipients of facts and figures. The subject matter comes to life.”
Nagaraja, professor and chair of biostatistics, took his teaching outside the classroom and outside the country.
He taught Field Experience in Global Public Health- India at Manipal University in India over May term. The course was designed and directed by Nagaraja. The interdisciplinary cohort included 17 Ohio State students who attended daily lectures and participated in several field visits to see public health issues and work in action.
“The opportunity to interact with my students beyond the classroom allowed me to teach them more, and I was able to learn more from there as well,” Nagaraja said. “The numerous interesting questions asked by them made me think and organize my thoughts on topics beyond what is dealt with in a typical classroom. This experience provided me with a special meaning for being a teacher.”
Love, clinical associate professor of health behavior and health promotion, took her teaching outside the classroom locally.
“People remember experiences and experiences shape lives,” Love said of her non-traditional approach.
With this thought in mind, Love created her field-based graduate course, Public Health in Action, which allows students to gain real-world public health experience over the summer through an organized service activity connected to specific learning objectives.
“One of the strengths of this type of class is that students must learn about and work with people and within social environments that are dramatically different than their own,” Love said. “This kind of learning is likely to stay with them and positively impact their practice when they graduate and enter the public health workforce.”
During the 2013 summer term, the class focused on poverty and privilege as a social determinant of health. Students volunteered for local outreach programs or agencies for approximately 40 hours of field work.
While traditional-style courses are still prominent and effective, these unique approaches to teaching public health allow students to be an active part of their own education.
“These teaching-learning approaches add an element of authenticity to the traditional classroom approach,” said Michael Bisesi, senior associate dean of academic affairs. “Rather than only hearing and reading about certain topics and related theory, students have an opportunity to see and experience real-world examples or applications of theory.”
Bisesi adds that these methods may also stimulate expanded critical thinking and creativity for addressing real-world public health issues. They also increase the potential to more effectively engage students by expanding opportunities for them to contribute to respective courses.
“The faculty members leading these efforts recognize the value of using more contemporary or applied teaching-learning approaches that may enhance the overall experience for their students,” Bisesi said.
- See more at: http://cph.osu.edu/news/2013/08/not-your-parents-classroom#sthash.3fw9SEBG.dpuf
Online Source: http://cph.osu.edu/news/2013/08/not-your-parents-classroom
August 22, 2013 by Bri Loesch and Chelsea Hagan | CPH Communications Categories: Academic, Students, Faculty
“There is nothing humanizing about being lectured at in a giant lecture hall,” said Amy Acton, clinical assistant professor of epidemiology in the College of Public Health.
Acton and two other professors in the college, Haikady Nagaraja and Randi Love, have taken non-traditional approaches to teaching. These professors have found ways to engage students inside and outside the classroom.
Acton is collaborating with her students on a new e-textbook for her Introduction to Global Public Health course. The e-textbook will not only include students’ work, but will also be maintained and updated more regularly than print textbooks.
The e-textbook will also contain interactive features including pictures, videos, and possibly 3D technology. Students in Acton’s course will have the opportunity to submit published work in the e-textbook, keeping the content current and accurate.
“We have found that students are motivated to work harder, dig deeper, and be more creative when they are co-creators of course content,” Acton said. “By channeling their passion and discovering their unique take on the global public health issues of the day, students inspire one another-- and their professor! They are no longer the passive recipients of facts and figures. The subject matter comes to life.”
Nagaraja, professor and chair of biostatistics, took his teaching outside the classroom and outside the country.
He taught Field Experience in Global Public Health- India at Manipal University in India over May term. The course was designed and directed by Nagaraja. The interdisciplinary cohort included 17 Ohio State students who attended daily lectures and participated in several field visits to see public health issues and work in action.
“The opportunity to interact with my students beyond the classroom allowed me to teach them more, and I was able to learn more from there as well,” Nagaraja said. “The numerous interesting questions asked by them made me think and organize my thoughts on topics beyond what is dealt with in a typical classroom. This experience provided me with a special meaning for being a teacher.”
Love, clinical associate professor of health behavior and health promotion, took her teaching outside the classroom locally.
“People remember experiences and experiences shape lives,” Love said of her non-traditional approach.
With this thought in mind, Love created her field-based graduate course, Public Health in Action, which allows students to gain real-world public health experience over the summer through an organized service activity connected to specific learning objectives.
“One of the strengths of this type of class is that students must learn about and work with people and within social environments that are dramatically different than their own,” Love said. “This kind of learning is likely to stay with them and positively impact their practice when they graduate and enter the public health workforce.”
During the 2013 summer term, the class focused on poverty and privilege as a social determinant of health. Students volunteered for local outreach programs or agencies for approximately 40 hours of field work.
While traditional-style courses are still prominent and effective, these unique approaches to teaching public health allow students to be an active part of their own education.
“These teaching-learning approaches add an element of authenticity to the traditional classroom approach,” said Michael Bisesi, senior associate dean of academic affairs. “Rather than only hearing and reading about certain topics and related theory, students have an opportunity to see and experience real-world examples or applications of theory.”
Bisesi adds that these methods may also stimulate expanded critical thinking and creativity for addressing real-world public health issues. They also increase the potential to more effectively engage students by expanding opportunities for them to contribute to respective courses.
“The faculty members leading these efforts recognize the value of using more contemporary or applied teaching-learning approaches that may enhance the overall experience for their students,” Bisesi said.
- See more at: http://cph.osu.edu/news/2013/08/not-your-parents-classroom#sthash.3fw9SEBG.dpuf